|
While reading about attention-deficit/hyperactivity disorder (ADHD) I was startled to discover the extraordinary number of children relying on drug therapy to control their behavior. Even more disturbing is the drastic increase of drug reliance during the last ten years (Woolfolk, 1998)...
What kind of message is this sending to our children? We teach children not
to abuse drugs, but that is exactly what is being done with the use of Ritalin
to control behavioral problems associated with ADHD. That is not to say that
the use of Ritalin is wrong in every case, but the drastic increase in use leads
me to believe that it is being prescribed more often than not, as if it were
the answer to all ADHD problems. Using any drug to avoid any problem is cause for concern. Thomas Armstrong
(1996), author of the article, “A Holistic Approach to Attention Deficit
Disorder”, emphasizes this point claiming that children may attribute their
improved behavior to taking drugs and they may come to expect the medication
to do all the work. I agree with Armstrong that relying on drug therapy for
ADHD children is a dangerous approach. I have always felt that treating behavioral
problems with drugs neglects the underlying problem that may be causing the
unwanted behavior. However, I thought that behavior modification was a viable
alternative. It was not until reading Armstrong’s article that I began
to realize that behavior modification may be no better than drug therapy. Behavior
modification may change a child’s behavior, but may have detrimental effects
in that it is basically making a child into something that he or she is not.
I agree with Armstrong that we need a whole new approach to treating children
with ADHD. After reading his article the answer seems simple, accentuate the
positive. Focusing on the positive, however, must go beyond simply praising
students who are behaving properly and ignoring those who are not. Focusing
on the positive means changing the whole way in which we perceive students with
ADHD. We must no longer be fixated on their deficits, but rather focused on
their strengths (Armstrong, 1996). Unfortunately, ADHD by definition claims
that these students have a deficit and by doing so many people see the deficit
as the main characteristic defining that person. I believe that all students have strengths and through better teaching methods
and strategies teachers can utilize these strengths to enhance learning. Interesting
enough, these better teaching methods could benefit all students. Just because
a student is doing well doesn’t mean he or she cannot do better. I think
that in educating children, teachers have a tendency to think that learning
stops with an “A” grade. However, by focusing on the strengths of
ADHD students, through hands-on learning and other creative teaching strategies,
we will also be enhancing the learning for those students who already receive
good grades. The more I research the best ways to teach students with disabilities the
more I discover that what is best for them may actually be best for all students.
Thomas Armstrong does an excellent job of explaining why behavior modification
actually discourages creativity and motivation. Designing teaching strategies
that bring out these qualities will certainly benefit students of all abilities.
I strongly believe that all students can learn and that it is the job of the
teacher to find out how. References Armstrong, T. (1996, February). A holistic approach to attention deficit disorder.
Education Leadership, 34-36. Woolfolk, A.E. (1998) Educational Psychology (7th ed.). Boston: Allyn and
Bacon. Adam Waxler teaches at the Springs Middle School in East Hampton, New York
and is the author of eTeach:
A Teacher Resource for Learning the Strategies of Master Teachers. For more information about how this ebook can greatly improve your teaching
career, visit the A
to Z Teacher Stuff store. -----------------------------------------------------------------------
Copyright © Adam Waxler | 
