Adhd And Multiple Intelligences: Existence Of The Pattern

Research in the area of ADHD indicates an impact on executive and regulatory brain functions and self-concept, often affecting school performance, childhood social functioning, self-efficacy, academic outcomes, and adult occupational and social functioning (Mattox & Harder, 2007; Nigg et al., 2005; Salmeron, 2009; Voeller, 2004, Zambo, 2008). The social implications of a deficits-based response to ADHD are demonstrated through a study examining responses to social success and failure by children with ADHD (Hoza, Waschbusch, Pelham, Molina, & Milich, 2000). Researchers were surprised by their findings, indicating participants with ADHD rated their performance more favorably than the control group, attributing their success and failure to task ease and chance. These participants, however, were not taking personal responsibility for their success or failure, rather placing it on outside factors. This pattern of behavior is often led by the individual’s perception of an uncontrollable influence of his deficit symptoms, leaving him feeling like he cannot help it (Toner, O’Donoghue, & Houghton, 2006). This feeling of a lack of control can give license for high-risk behaviors, greatly impacting social functioning for the individual with ADHD (Edbom et al., 2008; Mattox & Harder, 2007; Nigg et al., 2002, Shaw-Zirt et al., 2005). The implementation of multiple intelligences in the classroom provides an opportunity for students to want to take responsibility for their learning and education. Research in the area of ADHD is vast, encompassing current medications, treatments and interventions, social impacts, family and peer relationships, academic achievement and outcomes, parenting styles, high-risk behaviors, and self-efficacy (Beiderman et al., 2004; Hoza et al., 2005; Kakouros, Maniadaki, & Karaba, 2005; Lee & Hinshaw, 2004; McLaughlin & Harrison, 2006; Podolski & Nigg, 2001; Randazzo Dockray, & Susman, 2008; Reschly & Christenson, 2006; Rojo, Ruiz, Dominguez, Calaf, & Livianos, 2006; St.Clair-Thompson & Gathercole, 2006; Tripp, Schaughency, Langlands & Mouat, 2007; Young et al., 2007). Research relevant to this study in the areas of academic achievement outcomes, current treatment and interventions, self-efficacy, and social impacts of individuals with ADHD is the focus of this literature review. However, little research and few treatment responses address the strengths of individuals with ADHD, leaving a wide gap for exploration. Gardner’s theory of Multiple Intelligences (MI) provides a starting point to identify strengths so educators can then take it a step further to present curricula based on those strengths.

While some researchers have evidence of positive outcomes with the use of MI theory in the classroom, the literature is not extensive. Building a body of current literature may improve the possibility that MI will be utilized more widely and consistently in the classroom. In addition, responses to intervention are often lumped together for all of the subtypes of ADHD, even though they have been shown to be identified with differing symptoms (Collings & Kwasman, 2006; Couvadelli, 2006; Hinshaw, Carte, Fan, Jassy, & Owens, 2007; Randazzo et al., 2008; Zambo, 2008). A more differentiated response is needed if we are going to meet the needs of individuals diagnosed with differing symptoms and subtypes of ADHD. Identifying a pattern of multiple intelligences among individuals with ADHD could reduce instructional time by teaching to a student’s strengths while improving academic and social outcomes with the use of MI in the classroom.