Running head: TEACHING STUDENTS WITH ADD/ADHD USING MUSIC THERAPY 1

Teaching Students with ADD/ADHD Using Music Therapy as an Educational Support

Combined with Multiple Intelligence
Sergio Leiva
La Sierra University




TEACHING STUDENTS WITH ADD/ADHD USING MUSIC THERAPY 2
Abstract
Teaching students with ADD/ADHD using music therapy as an educational support combined
with multiple intelligence will focus on multiple intelligence strategies that can be used to teach
music to Attention Deficit Disorder/Hyperactivity (ADD/ADHD) children, specifically to chil-
dren ages twelve to thirteen years old and in the 7
th
grade. The DSM-IV criteria for selecting the
correct diagnosis and guideline of symptoms for both ADD/ADHD patients will be listed and
discussed. Following will be a discussion of the nine types or categories of multiple intelligence.
In specific, logical/mathematical intelligence, musical/rhythmic intelligence and bodily/kines-
thetic intelligence are the types of intelligence that need to be developed and used when teaching
ADD/ADHD students. An interview of a particular 20-year-old ADD pre-medical and perfor-
mance music student will be narrated. Other interviews of a psychotherapist and music therapist
will be discussed. Specific education strategies with particular examples of teaching exercises
and techniques will be stated and given. Suggestions for treatment and home and school plan-
ning and coordination will also be discussed.







TEACHING STUDENTS WITH ADD/ADHD USING MUSIC THERAPY 3

Attention Deficit/Hyperactivity Disorder is a persistent and constant pattern of inattention
and/or hyperactivity-impulsivity and is more frequent or severe than it is observed in individu-
als at a comparable level of development (American Psychiatric Association, 2000). Attention
Deficit /Hyperactivity Disorder or ADD/ADHD is a psychological diagnosis that can be given to
individuals who meet the criteria in the DSM-IV for impulsivity, hyperactivity and/or inattention
(Gallagher, 2014). According to the DSM-IV diagnostic criteria for Attention-Deficit/Hyperac-
tivity Disorder, there has to be at least six or more symptoms of inattention for at least 6 months
to a degree that is maladaptive and inconsistent to development level and functioning of the indi-
vidual. These symptoms include inattention, getting easily distracted, failing to give close atten-
tion to details or making careless mistakes in schoolwork, regular work, or other activities, diffi-
culty paying attention to tasks, and not listening or following instructions. Also, forgetfulness
and loosing necessary things to complete tasks are also symptoms (American Psychiatric Associ-
ation, 2000). Symptoms such as fidgeting, often leaving the seat in the classroom, and running
about or climbing excessively must be present for at least six months to classify as hyperactivity.
For impulsivity, the child may blurt out answers before being done, may have trouble taking
turns, and may interrupt others.
Behavioral difficulties are also evident and manifested at home, school, work, and social
situations. To make the diagnosis the impairment must be present in at least two settings and
some symptoms must have been present before the age of seven (American Psychiatric Associa-
tion, 2000).
ADD has been studied since the early 1990s but it wasnt always called ADD. After
World War I, researchers found a connection between brain damage in soldiers and children and
hyperactivity and impulsivity (Gallagher, 2014). Most recent studies have shown that ADD is
largely genetic and that it seems to run in families. ADD is seen in approximately 3-5 percent of
the population. Estimates may vary between one and twenty percent or even more. A psycholo-
gist should diagnose ADD or psychiatrist and patients may qualify for medication such as Ritalin
and other stimulants. Gardner (1993) proposed the existence of at least seven basic intelligences.
Most recently, he added an eighth and talked about possible a ninth. The eight comprehensive
categories or intelligences are: Verbal/Linguistic intelligence, which is the ability to use, words
effectively both orally and in writing. Logical/Mathematical, which refers to the skill to use
numbers and use deductive and inductive reasoning. Spatial/Visual intelligence is the capacity to
perceive the visual-spatial world, to perform based on those perceptions and mental images.
Bodily/Kinesthetic is the skill of using ones body to express ideas and feelings. Musical/
Rhythmic is the capacity to perceive, discriminate, transform and express musical forms, rhythm,
pitch and sensitivity to melody, timber and tone and color of music. Interpersonal intelligence is
the ability to perceives and discerns moods, intentions, motivations and feelings of others. It in-
cludes the skill to look within oneself for answers and use social cues positively. Intrapersonal
intelligence is self-knowledge and the talent to use that knowledge in practical ways. It includes
self-discipline, self-understanding and self-esteem. Naturalist intelligence is developed when a
connection can be made with nature and the environment (Thomas Armstrong, 2009).
Now, a connection between styles of intelligence and music therapy will be made and
explored. Music therapy was first developed at the University of Michigan in 1944. The use of
music has demonstrated to help children suffering from ADD and ADHD (Orenstein, 2011). Mu-
sic seems to calm children and thus helps them focus and pay attention to tasks. Music therapy
sessions provide an outlet for children and patients to express themselves. Sessions need to be
individualized to each patients needs. One of the advantages of music therapy is that no talent is
required from the patient. ADD/ADHD children can be creative and thus they benefit from this
type of therapy. Music therapy can stimulate the expression of creativity and bring out hidden
musical talents.
Moreover, the Mozart effect has been researched and proven to be effective. Classical
music can be very relaxing and calming to the brain (Orenstein, 2011). As a matter of fact, stud-
ies suggest that listening to classical music may increase IQ or intelligence. Studies have found
that rhythmic exercises improve attention, motor control and academic skills in children with
ADHD. After three to five weeks of sessions using headphones and rhythmic exercise, children
improved their attention, language processing, behavior and motor control. This is a perfect
strategy that can be used in the classroom to learn and develop the Musical/Rhythmic Intelli-
gence of the brain in children. This technique and strategy can be used with 7
th
graders in junior
high.
Furthermore, since ADHD children have attachment issues, parents can use music at
home to help children bond by playing music, singing and listening to music together. Also play-
ing music before bedtime can help children relax and fall as sleep. It is important to ask children
which type of music they like and please them in playing that type of music that can be benefi-
cial to them. Music therapy is indeed on of the recognized treatments for ADHD. This is a good
example of a strategy or technique, which can be used in the classroom. Classical music can be
played in the background as students learn regular mathematical patterns, order and sequence
using deductive and inductive reasoning. This is an example of how music can assist the devel-
opment of the Logical/Mathematical intelligence. This is helpful and an important strategy or
technique for teachers to implement with ADD/ADHD students during Math class.
To effectively teach and treat ADD and ADHD children both music therapist as well as
teachers must be well trained. Music therapy and teaching reflect the creativity of the facilitator.
Music can be a real healer to the brain (Almanza, 2012). Music provides structure to the brain.
Furthermore, the rhythm provided by music is calming and relaxing. This helps children plan,
anticipate and react positively. Music also increases dopamine levels in the brain. Dopamine is
responsible for attention, memory and motivation. It also helps individuals feel happy. Music
therapists report that music activates the brain and increases overall cognitive process. Children
have been noted to be more focused and exercise more self control in the classroom when classi-
cal music is played in the background. Therefore, music in the classroom can assist ADD/
ADHD children in improving social and interpersonal skills.
One beneficial strategy to be used in the classroom, particularly with twelve to thirteen
year olds ADD/ADHD children in the 7
th
grade in order to develop and strengthen the Bodily/
Kinesthetic intelligence is to is form and organize a music ensemble or orchestra or even a voice
ensemble. This strategy can be used as a cooperative and interactive educational technique in the
classroom. This education strategy can enhance students participation and thus stimulating the
brain of ADD/ADHD students to participate, collaborate and pay better attention in the class-
room.
Another important educational technique is to use the stoplight poster. Seventh graders
are to use the following steps. The red light means to stop, calm down, and think before you act.
The yellow light reminds students to deal with saying the problem and how they feel, to set a
positive goal, think of lots of solutions and think ahead to the consequences. The green light is to
go ahead and try the best plan (Goleman, 2006). Other strategies that could be used to develop
further and employ the Bodily/Kinesthetic intelligence are to use movements with the body fol-
lowing a musical rhythm. For example, students can practice gymnastics to music. Also they
can practice a certain movement routine to a specific kind of music. Students can also use hands
to communicate with classmates and teachers during the class. Also they can learn a particular
assignment in just about any subject by creating a song the student can sing. Students can com-
pose a melody and put lyrics about the assignment the students need to learn. For instance, the
alphabet song is a good example of a musical composition, which was done to enhance and rein-
force learning the alphabet. Students can also record the song or melody to their composition so
they can remember how it sounds and its lyrics if they are not able to write it down or do not
know music.
An interesting interview was conducted on a 20 year-old ADD pre-medicine and music
major student with emphasis in voice performance. She reported that her experience varied de-
pending on the subject and teacher. She stated that some teachers were very accommodating and
didnt even ask for her letter from the Disability Office certifying her disability. She also noticed
that some teachers became annoyed when she asks questions or asks for the material to be re-
peated. Some teachers were supportive and others didnt even believe she could have a disability
and played it down as if it didnt exist. It was interesting that she needs to turn off any distrac-
tions and avoid people that are talking next to her as she is trying to learn. She also reported that
from Gardners multiple intelligences, music is the strongest one in her style of learning. Most
interesting was to learn that this student learns by playing classical music while studying in par-
ticularly the subject of math. She tries to relate a certain music selection to a subject to be
learned. For example she usually listens to Beethoven s Symphony Number 9 when studying
for her math Class. She also uses the Mozarts Piano Sonatas to study for her English class. She
currently plays in the Big Band, sings and plays several instruments. Indeed she uses her Musi-
cal, Kinesthetic and Mathematical intelligences as she plays instruments, practices, performs in
the orchestra and band and learns regular pattern of numbers and musical rhythms.
Furthermore, a psychotherapist, a teacher and a music therapist were all interviewed.
They all were in agreement and have seen the benefits of the Mozart effect in children learning
Math and patterns when deductive and inductive reasoning is used. The music therapist has seen
and experienced great results using organized musical groups such as instrumental ensembles,
bands and small voice groups. The music therapist particularly enjoyed making instruments
available to patients during the music therapy groups. The use of drums with patients and then
asking them to play specific rhythms one at a time and then each patient joining later is a great
Kinesthetic and Musical exercise to sharpen concentration and the attention span of ADD/ADHD
students in junior high and other age groups.
In conclusion, music therapy is a great and most effective treatment for ADD/ADHD stu-
dents in junior high and other age groups and school grades. It is important to use education
strategies in the classroom that involve the Logical/Mathematical Intelligence, the Musical/
Rhythmic Intelligence and the Bodily/Kinesthetic Intelligence. Using strategies such as playing
classical and Mozart music during math class and other classes can help strengthen the learning
of knowledge involving order, sequence and patterns. Practicing music abilities such as compos-
ing a song or a tune to the material to be learned and singing the melody or playing it in a key-
board can strengthen learning and concentration in ADD/ADHD students. Also using the Bodi
-
ly/Kinesthetic Intelligence by organizing vocal groups, instrumental ensembles and using actual
instruments to play rhythmic tunes and musical patterns are most effective in assisting ADD/
ADHD students to focus, concentrate and increase retention and memory in the material learned.
Teachers and music therapists need to be knowledgable and skillful in order to assist
ADD/ADHD students in their learning. Parents also have a very important role in the treatment
and teaching of ADD/ADHD students. A whole team and specialists are needed to treat and as-
sist ADD/ADHD students. Educational and music therapist are needed to teach techniques to
succeed in school and enhance memory, retention and concentration. Teachers must know how
to advise parents as to how to guide their children at home and regarding school matters.
Behavioral therapy and behavior modification techniques are most effective and successful in the
treatment of ADD/ADHD students and children. Positive reinforcement through rewards and
praise is mostly used with ADD/ADHD students and children as well as setting specific structure
at home and the use of consequences. Social skill groups can be used to reinforce interpersonal
skills. A psychiatrist often prescribes medication and a psychologist or counselor is most neces-
sary to provide treatment. Exercise, sound and sufficient sleep, good nutrition and excellent sup-
port system are most necessary in the treatment of ADD/ADHD students and children.
Creating a good environment is also very important for children with ADD/ADHD.
Therefore, while using music therapy, it is most important to provide an environment that is safe,
positive and accepting of students. A safe environment in which children feel free to ask ques-
tions and feel unconditionally accepted is necessary. Beautiful, classical music as well as other
types of music requested by students should be played and music should be the center. Commu-
nication between the school and students needs to be very effective and well coordinated. Pro-
fessional support for the parents and teacher should be available. Effective group process tech-
niques should be emphasized during the classroom activities and effective interpersonal relations
and communication should be emphasized. Its very important to consider the talents that the
children have, so as teachers, we can explore and determine the best multiple intelligence strate-
gies to be used with each child in the classroom in order to enhance their learning.
Teachers who have ADD/ADHD students in the classroom should use co-teaching techniques.
For example, in a mixed classroom the co-teacher is usually in charge of the child with special
needs. The goal is to teach the material individually to that child. Then when the child learns, he
or she can join the normal group and participate in the usual music activities. It is important for
the co-teacher and teacher to exercise good communication in order to coordinate an excellent
teaching strategy and lesson plans.
Important organizations available are the Attention Deficit Disorder Association
(ADDA), Children and Adults with Attention Deficit Disorder (CHADD and the National Re-
source Center on ADHD. Other important organizations are the American Music Therapy Asso-
ciation, World Federation of Music Therapy and Association of Professional Musical Therapist.
Support groups include the Hyperactive Childrens Support Group (HACSG), Attention Deficit
Disorder Information and Support Service and the Adults with Attention Deficit Disorder.














References
Almanza, T. (2012, Oct 7). Music therapy helps ADHD children in the classroom. Sound ADD
ADHD Treatment.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders
(4th ed.). Washington, DC: American Psychiatric Association.
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: ASCD.
Gallagher, T. (2014). What is ADD? Born to Explore.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York, NY: Basic
Books.
Goleman, D. (2012). Emotional Intelligence. New York, NY: Random House LLC.
Orenstein, B. (2011). Music therapy for children with ADHD. Everyday health.

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