ADHD and Math Disabilities: Cognitive Similarities and Instructional Interventions

ABSTRACT: Studies indicate that between 4-7 % of the school age population experiences some form of math difficulty (Fuchs & Compton, 2005). 26 % of children with ADHD have a specific math disability (Mayes & Calhoun, 2006). Children with ADHD have been found to have weaknesses with their working memory leading to difficulty with problems involving the manipulation of verbal and non-verbal information (Martinussen & Tannock, 2006). Recent research has looked at the connection between working memory weakness and math difficulty, specifically, arithmetic, algorithm knowledge and problem solving. Swanson and Beebe-Fraser (2004) found that working memory weaknesses contributed to difficulty in mathematical word problem solving beyond that of phonological processing alone. However, working memory is not the only cognitive factor that has been correlated with math disabilities and ADHD. Attention is a significant predictor of poor arithmetic, algorithms and mathematical problem solving skills. In particular, the inability to block out extraneous stimulus from working memory is significant. Research has focused on a variety of interventions in an attempt to find a way to best instruct children with ADHD and math disabilities. Tutoring, computer reinforcement, focused instruction and the use of stimulant medication are four methods that can work to assist children in increasing their academic achievement