Sample Mla

8/13/2019 Sample Mla

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Sample MLA Research Paper:

Tutoring College Students with AD(HD)

e ha!e all heard o" the school#o$ who doesn%t &now how to sta$ in his seat at school'

instead he clim#s "urniture and ma&es noise during wor& time e ha!e also all &nown a schoolgirl

who loo&s out the window uietl$ da$dreaming instead o" pa$ing attention to the teacher e now

&now that the h$peracti!e #o$ has a neurological disorder called attention de"icit h$peracti!e

disorder (ADHD) (Hallowell and Rate$ *+' Latham *,) -.perts recentl$ ha!e agreed that the

da$dreaming girl also has ADHD/sometimes called ADD #ecause it occurs without h$peracti!it$

(Hallowell and Rate$ *0) 1ut what happens when the child with AD(H)D grows up2 How can

tutors wor& with college students who ha!e AD(H)D2

hat AD(H)D 3s

College tutors need to understand what AD(H)D is #e"ore learning how to accommodate this

condition The three most important s$mptoms o" AD(H)D are inattenti!eness4 impulsi!it$4 and

h$peracti!it$ (DSM/35 67' Hallowell and Rate$ *7' Latham 0*) The Diagnostic Statistical

Manual o" Mental Health (DSM/35) e.plains that simpl$ ha!ing these s$mptoms is not enough to

diagnose AD(H)D #ecause e!er$one sometimes has the same s$mptoms These s$mptoms must #e

8persistent9 and the$ must #e 8more "reuent and se!ere9 than the$ are "or other people at a#out the

same le!el o" de!elopment (DSM/35 ;)

3t is possi#le to diagnose AD(H)D later in li"e4 #ut onl$ i" the s$mptoms #egan #e"ore age

(DSM/35 ;) Also4 s$mptoms should cause pro#lems in two or more settings4 "or e.ample at #oth

wor& and home


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AD(H)D is not a single condition' instead4 there are three su#t$pes People with the

predominantl$ inattenti!e t$pe ha!e trou#le pa$ing attention Those with the predominantl$

h$peracti!e/impulsi!e t$pe are h$peracti!e and impulsi!e The com#ined t$pe includes all three

ma=or s$mptoms (DSM/35 ;,) Perhaps the most well &nown s$mptom o" AD(H)D is

h$peracti!it$4 #ut Hallowell and Rate$ emphasi>e that not all people with AD(H)D are h$peracti!e

3ndeed4 the$ sa$ that man$ people with ADD/mostl$ girls and women/are uiet da$dreamers (6?+)

Ro#ertson notes that children with AD(H)D are 8consistentl$ inconsistent9 That means the same

student could do !er$ well in school one month then !er$ poorl$ the ne.t (Hallowell and Rate$ @?)

Hallowell and Rate$ also point out that people with AD(H)D are sometime a#le to h$per "ocus

That means the$ ma$ "ocus !er$ well on one thing "or a long time and will ha!e trou#le stopping

when it is time to "inish (@@)

hat e.actl$ does it mean to #e inattenti!e4 impulsi!e4 or h$peracti!e2 Some speci"ic

s$mptoms o" inattenti!eness can include o!erloo&ing details4 ma&ing careless mista&es4 doing

mess$ wor&4 ha!ing trou#le pa$ing attention4 changing "rom one acti!it$ to another without

"inishing an$thing4 and #eing easil$ distracted (DSM/35 ;/7) Some e.amples o" impulsi!it$

include impatience4 "reuentl$ interrupting other people4 tal&ing at the wrong time4 clowning

around4 and doing dangerous things without thin&ing a#out what will happen (7) H$peracti!it$ in

children can include "idgeting and suirming4 lea!ing one%s seat when one isn%t supposed to4

running and clim#ing at the wrong time4 ha!ing trou#le pla$ing uietl$4 and tal&ing too much (;,)

AD(H)D in Adults

Research into AD(H)D among adults is still new (Hallowell and Rate$ ;+) People used to

#elie!e that AD(H)D was a childhood disorder that could #e outgrown Howe!er4 researchers now

understand that the$ were wrong/AD(H)D can continue through college age and the rest o" one%s

li"e (Latham +*) p to two/thirds o" AD(H)D children #ecome AD(H)D adults (Hallowell and

Rate$ @)

*


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College students who ha!e AD(H)D ma$ ha!e trou#le organi>ing4 prioriti>ing4 and "inishing

their wor& on time4 doing long assignments4 doing tas&s that ha!e man$ steps4 writing papers4

handling math reuirements4 interacting with "acult$ and students in an appropriate wa$4 meeting

e.pectations4 and "ollowing rules (Latham 0,) AD(H)D adults in general o"ten "eel the$ are

underachie!ers4 are disorgani>ed4 procrastinate4 do man$ pro=ects at the same time without "inishing

an$thing4 can%t stand #oredom4 can%t "ocus4 ha!e low tolerance "or "rustration4 are impulsi!e4 worr$

a lot4 and ha!e mood swings H$peracti!e adults are not as h$per as children4 #ut the$ are o"ten

restless and ma$ pace a lot4 drum their "ingers4 or "idget (Hallowell and Rate$ +)

Tips "or or&ing with AD(H)D Students

There is !er$ little literature on how to tutor college students with AD(H)D Howe!er4

man$ authors ha!e shared ideas on how teachers can help children in their classroom who ha!e

AD(H)D Bther authors ha!e shared ideas on how people with AD(H)D can help themsel!es

#ecome more organi>ed Some o" these ideas ma$ #e use"ul "or tutors who wor& with college

students

1ooth emphasi>es that it is important "or teachers (and4 one presumes4 tutors) to #e aware

that 8no two students with ADD or LD are ali&e and that there are multiple approaches that can

and will #e di""erent "rom student to student9 (8Teacher Attitudes and 1elie"s49 par 7)

Accordingl$4 teachers are encouraged to #e "le.i#le Similarl$4 one "act sheet suggests that teachers

should "ind out what speci"ic things are hard "or each student


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slowl$ remo!e accommodations when possi#le Teachers can pro!ide support in planning long

pro=ects until the student graduall$ learns how to use #etter time management s&ills and how to plan

ahead #etter (1ooth *@)

People who wor& with children or other students with AD(H)D can help them #$ reminding

them a#out assignments the$ need to do Also4 teachers should gi!e directions #oth "ace to "ace and

in writing hen a person with ADD is da$dreaming4 it can help to ma&e e$e contact with the

person The e$e contact 8pulls9 them awa$ "rom their da$dream so the$ can pa$ attention

(Hallowell and Rate$ +0) Students with AD(H)D can usuall$ "ocus #etter in a uiet4 8low

distraction9 wor& area (9eneral 3n"ormation9 67) Bne author suggests that college students with

AD(H)D use the last 6? minutes o" each stud$ period to re!iew their progress on their !arious

pro=ects and to plan what the$ will need to do the ne.t da$ (Latham +@)

Structure is important "or people with AD(H)D People with AD(H)D can help themsel!es

#$ ma&ing lists to remind themsel!es o" things the$ need to do (Hallowell and Rate$ *??) The$

should di!ide large tas&s into small ones and gi!e themsel!es deadlines "or "inishing each small part

(*0) Sometimes it helps to ha!e an ADD coach An ADD coach as&s what tas&s the AD(H)D

person needs to do and what the$%re doing to prepare4 and can e!en help choose4 prioriti>e4 and

de"ine goals (**@/**)

Tutoring College Students with AD(H)D

Perhaps a regular tutor could ser!e in the role o" an ADD coach #$ helping AD(H)D

students di!ide each #ig pro=ect into man$ smaller steps and decide when the$ will complete each

step


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somewhere else2 Also4 tutors should #e read$ to repeat or write down their directions 3n addition4

tutors can ma&e e$e contact more o"ten to help students with AD(H)D stop da$dreaming and "ocus

#etter on their tutoring session 3" a tutor meets with an AD(H)D student on a regular #asis4 then the

last "i!e or ten minutes o" each session can #e used to discuss what homewor& the student will do

#e"ore the ne.t session and what things the$ will wor& on during the ne.t session A#o!e all4 tutors

should #e "le.i#le and should not o""er more accommodation than the student needs

Latham has recommended three #oo&s "or college students who ha!e AD(H)D and the

people who wor& with them: ADD and the College Student edited #$ Patricia B Euinn4 MD4

Few Gor&: 1runnerMa>el4 6770' Sur!i!al uide "or College Students with ADD or LD #$

Iathleen Fadeau4 PhD4 Few Gor&: 1runnerMa>el4 6770' Higher -ducation Ser!ices "or

Students with Attention De"icit Disorder and Learning Disa#ilities: A Legal uide #$ Patricia H

Latham4 JD4 and Peter J Latham4 JD4 ashington DC: Fational Center "or Law and Learning

Disa#ilities4 6770

hether a tutor decides to act as an ADD coach or in some other role4 it can #e a challenge

to "ind the #est wa$ to wor& with college students who ha!e AD(H)D The more tutors learn a#out

AD(H)D4 and the #etter the$ understand this condition4 the easier it can #ecome to wor& with

students with AD(H)D 3t is especiall$ important "or tutors to remem#er that #oth men and women

can ha!e AD(H)D4 and also that not all people with AD(H)D are h$peracti!e Tutors can do a

#etter =o# o" wor&ing with students who ha!e AD(H)D i" the$ learn the man$ di""erent things that

teachers4 parents4 and pro"essionals do to help them4 and i" the$ learn how people with AD(H)D

help themsel!es

?


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or&s Cited

1ooth4 Re#ecca C KList o" Appropriate School/1ased Accommodations and 3nter!entionsK

Fational Attention De"icit Disorder Association 677; 6@ Jan *,,6

http:wwwaddorgcontentschoollisthtm

Diagnostic and Statistical Manual o" Mental Disorders (DSM/35) ashington4 DC:

American Ps$chiatric Association4 6770

8eneral 3n"ormation a#out Attention/De"icitH$peracti!it$ Disorder9

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