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Graphic Organizers for Students with ADD & ADHD
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Cognitive Mapping
Semantic Mapping
Present concepts or facts spatially, in a computationally efficient manner
students and the teacher actively create a visual representation (e.g., relationship map or web) to represent the relationships among concepts
GO Types
Semantic Feature Analysis
a presentation of related concept characteristics in matrix form
Dexter & Hughes (2001) identified 5 different types of graphic organizers.
Cognitive Mapping - present concepts or facts spatially, in a computationally efficient manner
Semantic Mapping - students and the teacher actively create a visual representation (e.g., relationship map or web) to represent the relationships among concepts
Semantic Feature Analysis - a presentation of related concept characteristics in matrix form
Syntactic/Semantic Feature Analysis - present concepts or facts spatially, in a computationally efficient manner
Visual Display - present concepts or facts spatially, in a computationally efficient manner
Objectives
- Define Graphic Organizer
- Identify 5 types of Graphic Organizers
- Identify research supporting the use of Graphic Organizers for students with ADD & ADHD
- Recognize examples of Graphic Organizers for three context areas
GO Definition
- GO's are graphic and spatial displays that make relationships between related facts and facts more apparent (Gajria, Jitendra, Sood, & Sacks, 2007; Hughes, Macinni, & Gagnon, 2003).
Visual Display
Syntactic/Semantic Feature Analysis
present concepts or facts spatially, in a computationally efficient manner
Graphic Organizers for Students with ADD & ADHD
present concepts or facts spatially, in a computationally efficient manner
Sarah Ubel
References
Dexter, D.D., & Hughes, C.A. (2011). Graphic organizers and students with disabilities: A meta-analysis. Learning Disability Quarterly. 34(1), 51-72.
Dexter, D.D., Park, Y.J., & Hughes, C.A. (2011). A meta-analytic review of graphic organizers and science instruction for adolescents with learning disabilities: Implications for the intermediate and secondary science classroom. Learning Disabilities Research & Practice, 26(4), 204–213.
Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210-225.
Hughes, C.A., Macinni, P., & Gagnon, J.C. (2003). Interventions that positively impact the performance of students with learning disabilities in secondary general education classes. Learning Disabilities. 12, 101-111.