Group Proposal

Learning with ADHD 1
Running Head: Learning with ADHD

Learning with ADHD: Group Proposal
HS5241
Group Counseling and Psychotherapy
1246 PineCrest Ave
Hagerstown, Md. 21740
Telephone: [phone]
Email: [e-mail]
Instructor: Tina Pone

Learning with ADHD 2
Title
The Journey: Learning with ADHD.
Background/Justification
Children with ADHD are in need of a group that will help to improve their academic functioning. This group would be important for children with ADHD because those with ADHD have significant impairment in multiple domains of functioning. “The most problematic is academic impairments because children with ADHD will most likely be retained, placed in special education, and drop out of school than their peers. They often will forget to complete assignments, complete assignments but forget to turn in the assignment, and make careless mistakes in their work” (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008, p. 401). Also, children with ADHD will display off tasks, impulsive, and disruptive behaviors in the classroom (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008). Also, Raggi and Chronis (2006) state that academic difficulties for children with ADHD include failure to complete homework, poor comprehension of material, poor study skills, low test and quiz grades, poor preparation for class, disruptive behavior, peer conflict, and conflict with teachers. If ADHD is left untreated then this can seriously interfere with a child’s social interactions with peers and teachers, academic achievement, and overall school experience (Leslie, Lambros, Aarons, Haine, Hough, 2008). Deficits in organizational skills may contribute to these academic impairments, as children with ADHD frequently loose assignments, misplace their completed work, and have difficulty planning for tests (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008). Also, one of the most common characteristics exhibited by children with ADHD

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