| Children with attention-deficit/hyperactivity | | | | acquire the main ideas of lessons or to complete |
| disorder (ADHD) represent about 3% to 5% of | | | | the requirements of tasks. (3) Impulsive; problems |
| the school-age population and are most often | | | | working on a task or activity and ignoring |
| educated in the general education classroom. | | | | competing activities or desires to do something |
| Studies have clearly demonstrated that children | | | | else. Also involves problems screening thoughts or |
| challenged with this disorder benefit from a | | | | actions before acting on them (e.g., blurting out |
| variety of specialized teaching techniques including | | | | answers) and (4) High levels of verbal and motor |
| the use of highlighters and markers to improve | | | | activity. Needing to talk and move more than |
| learning and memorizing performance. When | | | | same-aged peers. |
| taught to use sticky notes and highlighters to | | | | In a series of successful experiments as reported |
| follow along with teacher-led instruction or with | | | | in a study by Melissa A. Stormont about how to |
| independent work, there was a significant increase | | | | increase academic success for children with ADHD |
| in learning ability. | | | | (Article EJ791338), the author demonstrates how |
| Unfortunately, general educators are not always | | | | sticky notes, or adhesive-backed paper like |
| prepared to provide supports for children with | | | | Post-Its, and specifically highlighters are used as |
| ADHD or other types of diverse learning needs, | | | | support materials because they are present in |
| and financial means are not provided acquire the | | | | most educational settings, inexpensive, easy to |
| office and teaching supplies that would help the | | | | use, and portable so children can be taught to use |
| children. | | | | similar strategies at home. |
| Children with ADHD have many unique | | | | Teachers need to be prepared to provide |
| characteristics that interfere with their learning | | | | instructional supports for students with ADHD and |
| and task completion. The largest group of children | | | | students with other diverse learning needs. It |
| with ADHD has attention problems, hyperactivity, | | | | does not have to be a costly or time-consuming |
| and impulsive. | | | | process. |
| The most common characteristics of ADHD | | | | Educational organizations and schools are |
| consist of the following: (1) Selective attention | | | | encouraged to benefit from ordering a wide |
| problems; problems paying attention to the most | | | | selection of highlighters in different sizes to |
| important and relevant cues to successfully begin | | | | support the needs of children with ADHD. Most |
| and participate in teacher- or student-led activities. | | | | promotional product companies care a large |
| (2) Sustained attention problems; problems | | | | selection to choose from that can be customized |
| sustaining interest in one activity long enough to | | | | with the school's logo or trademark emblem. |