Martina Wilkerson

Date Approved


Document Type


Degree Name

M.A. Learning Disabilities


Language, Literacy, and Special Education


College of Education

First Advisor

Kuder, S Jay


Mathematics--Study and teaching;Attention-deficit hyperactivity disorder


Secondary Education and Teaching


Will the use of organizational strategies and tools improve overall academic performance for students with attention deficit disorders in a high school resource room math setting? The student participants in this study were taught to use organizational strategies and tools including an assignment completion strategy, a task analysis, and notebook checks to improve their classroom participation, assignment completion, and assessment scores. The overall results indicate that the students slightly improved their academic performance upon the implementation of organizational strategies and tools. Of the data reported, 37% of the students with ADHD and 40% of students without ADHD showed improvement because of the implemented interventions. The results indicate that students with ADHD have the potential to show growth with the proper implementation of specific strategy instruction. The organization of the classroom structure can affect the organization of the students with attention deficit disorders within the classroom setting. Teaching students to be better organized can enhance academic performance in the areas of assignment completion and assessment scores.