Teaching Organizational Skills

Organization and memory strategies helpful for students with Attention Deficit Hyperactivity Disorder or Attention Deficit Disorder

Sep 3, 2006 Darcy Andries

A list of organization and memory strategies for children and adults with attention deficit hyperactivity disorder (adhd), also known as attention deficit disorder (add).

This is a list of tips geared toward teachers of students with attention deficit hyperactivity disorder (ADHD), also known as attention deficit disorder (ADD), addressing memorization and organization. However, adults could adapt some of these strategies for use at home and work. I grouped these two skills together because several strategies work for both issues.

Increasing Organization and Memory Skills:

1. Create an assignment schedule so the student knows exactly how much need to be done and when it is due.

• Tape a list of assignments, projects and due dates, and materials to be taken home to the desk, books or assignment folder each day and remind the student to check the list.
• Have all the student write assignments from the board into pocket notebook.
• Use myspace or other type blogs to list homework assignments and information and make sure parents are aware of it.

2. Schedule periodic times for notebook, book bag and locker reorganization for the entire class.

3. Periodically remind the student of assignments and test dates.

4. Help the student estimate how long a task will take. Set a timer to sound a warning and a final signal when a student should finish.

5. Teach organizational skills. Be aware of different methods of organizing-don't assume that your way is the only way.

• Be sure the student has daily, weekly and/or monthly assignment sheets; list of materials needed daily; and consistent format for papers.
• Have a consistent way for students to turn in and receive back papers; reduce distractions.

6. Assist student in setting long-range goals break the goal into realistic parts.

• Break up task into workable and obtainable steps.
• Provide examples and specific steps to accomplish task.
• Use a questioning strategy with the student; ask: What do you need to be able to do this?
• Have student set clear timelines of what he needs to do to accomplish each step (monitor student progress frequently).

7. After giving students directions, have each student turn to someone next to them and repeat the directions. It's best if you have people paired up first.

8. Prioritize assignment and activities. Get with other teachers and make sure students have a balance throughout the week of major assignments. In high school, suggest each subject have priority days when they will schedule major tests or assignments.

9. Frequently monitor notebook and dividers; pencil pouch, locker, book bag, and desks. A place for everything and everything in its place.

10. Arrange for a peer who will help him with organization and provide nonjudgmental reminders.

11. Ask for parental help in encouraging organization.

12. Provide organization rules and guidelines.

13. Combine seeing, saying, writing and doing; student may need to vocalize to remember.

14. Teach memory techniques as a study strategy (e.g. mnemonics, visualization, oral rehearsal, numerous repetitions).

15. Use color and pictures to help memory and organization. For example, students could use red folders for reading (red=read) and blue for the class they hate (makes them blue). This will help them remember to bring the right folders to each class

16. Provide positive reinforcement for good organization rather than penalize messiness.

17. Teach and practice how to categorize and chunk information into small bits for memorization. Teach students to use the RCRC method (Read, Cover the information with your hand, Recite and check).

18. Motivation aids memory. Make sure students understand why they need to know the information.

19. At the end of class, have students list or write down all that they remember in any order as fast as they can. This increases recall and retention.

20. Activate prior knowledge and experience to make connections that are critical for memory and retention.

For more strategies, check out other sections on reading strategies, lecture rentention, testing, mathematics and self-esteem and motivation.

The copyright of the article Teaching Organizational Skills in ADD/ADHD is owned by Darcy Andries. Permission to republish Teaching Organizational Skills in print or online must be granted by the author in writing.