8 Minutes a Day to Make an A!: Quick Change Your Adhd Child Now!

8 Minutes a Day to Make an A!: Quick Change Your Adhd Child Now!

by Pamela L. Johnson B.S. Education


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Using this System, your child can go from D's and F's to A's and B's within 4-6 weeks and stay there! Your child will also remember to do routines and chores without having to be reminded.

Product Details

ISBN-13: 9781546244820
Publisher: AuthorHouse
Publication date: 06/13/2018
Pages: 108
Sales rank: 150,873
Product dimensions: 6.00(w) x 9.00(h) x 0.22(d)

About the Author

A former educator and owner/operator of learning centers, Pam Johnson was diagnosed ADHD and had most of the same problems in school that her students were having. She had learned over the years how to compensate for her different learning style and lack of organization, and knew what would work for her students .These compensation techniques were incorporated into her Centers. Her students went from Ds and Fs to As and Bs within 4-6 weeks. These compensation techniques were incorporated successfully into her Centers using her Study Quick" System. Mrs. Johnson also started the first ADHD Support Group for Parents in Hixson, Tennessee to help parents learn to help their children quickly learn routines and structure at home without having to constantly remind them. Every parent who used these techniques and was consistent had immediate success!

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Why This Works

StudyQuick™ System is a organizational and study system I developed for my ADD/ADHD students who were enrolled in my franchised learning centers in Tennessee. My centers were set up to help children who were not doing well in school by addressing skill gaps discovered after testing. However, over 90% of my callers were asking for help with problems which had nothing to do with the lack of fundamental skills.

"My child is either not doing his homework or he doesn't turn it in. He is not motivated and not working up to his ability. The grades go up and down. He is failing some of his classes. I see him studying for a test, but he does not pass the test. He forgets about long term projects or waits until the last minute to do them. The teachers say he could do it if he wanted to. We have retained him, hired tutors, bribed him, taken everything away from him and grounded him. Nothing works! That's why I'm calling you."

I realized that my Centers were not going to solve these problems because they were learning style and organizational problems. I knew that I would have to come up with another way to help my clients with their child or teen.

When I taught elementary school, I used as many visual and hands on techniques and materials as I could find or create. I also used a "token" or reward system to raise interest levels and reinforce good effort. The principal told me that he had never seen these students put forth so much effort and make such high grades.

The majority of my students at my Centers were elementary students. Their grades did not reflect their ability and the teachers and parents were at a loss to understand why. Working with them individually, it was obvious they could do the work, but their grades did not reflect this fact.

Some of these children had been diagnosed as ADHD and were on medication. The medication helped them to focus, but they still were not getting work completed or turned in on time or turned in at all. They had trouble retaining information for tests and were very disorganized. I noticed when the students began changing classes and had more than one teacher, the problems got worse. Trying to keep up with the different teachers and the new responsibilities of being more organized was the problem.

The teachers all had different ways of teaching and routines. The students were expected find ways to adjust to all this. They did not know how.

I was diagnosed with ADHD when I was an adult. Realizing that many of my students were having the same problems in school as I had, I knew what worked for me would work for them. My system would work for them, whether they were on medication or not. StudyQuick™ System is the result.

This new system taught the right-brained, concrete, visual, hands-on learner how to take all the left-brained, auditory, abstract and sequential information and make it easier to learn. It also helped compensate for poor "Executive Function" skills which must be addressed because they cause so many organizational problems in school.

Study Quick™ System enabled my students to be organized, so they would be successful in any class. It took my students 5 minutes a day to study for tests, and used a monitoring system that took my client parents only about 2-3 minutes. I knew that these students, like me, would not spend a lot of time and effort doing something that they already did not like to do, so I made it short, simple and quick!

Over 90% of my students who were making D's and F's, went to A's and B's within 4 to 6 weeks and continued to do so as long as they used StudyQuick™ System.

If this System is used consistently and you, the parent, monitor your child consistently, your child will get consistent results. This is a "team effort," but it takes very little time and quickly produces great results.

StudyQuick™ System helps your child compensate for their learning style and poor "executive skills" which are essential for achievement in school. Success in school begins immediately and the grades reflect this usually within a few weeks. StudyQuick™ System answers the problems which interfere with your child not working up to his or her ability because of missing homework, low motivation, low test scores and poor organizational skills.

Both you and your child will always know that everything is completed properly, on time and turned in. You both will know if tests are prepared for and be assured of a high grade.

It is designed to be easy and will not take much time. It needs to become a habit and a major part of you and your child's weekly routine. This ensures consistency.

1. The Good News

When testing children who were enrolling in my Learning Centers, those who were not organized, failing tests, not turning in homework consistently and underperforming in school, were found to be above average in ability, but their performance did not match this ability. Again, most of these problems had become more apparent when children begin changing classes in school.

I found that the overwhelming majority of these children needed to do only a few things differently to get different results!

Almost all these children had a learning style that was much more right brained, concrete, visual, and hands-on. They learned whole-to-part rather than part-to-whole. Most schools are set up for left brained, abstract, auditory, and sequential part-to-whole learners.

Research has demonstrated that: "left hemispheric dominants are highly analytic, verbal, linear and logical learners, whereas right-hemispheric dominants are highly global, visual, relational, and intuitive learners.

Whole-brain dominants are those who process information through both hemispheres equally and exhibit characteristics of both hemispheres.

Results indicate that students majoring in science, engineering, and business, showed left brain dominance. Students majoring in arts, literature and education tended to be right-hemispheric dominants and are highly global, visual, relational, and intuitive learners." This is why we have to transfer what we read and hear into a mental "picture."

Once we can "see" what we are reading or hearing, our focus, interest, comprehension and retention is much greater. We then have to "do" something with this information to get it from our short term memory into our long term memory. We also must have an organized binder for school which is set up for us to be able to "see" everything we need and to be able to find it when we need it.

Everything must be attached in the same place every time for consistency. Everything important or relevant must be written down in a place where we can easily find it and see it.

We remember very little unless we have some sort of a "trigger." This has to do with poor working memory.

When we are "looking for information" rather than passively reading all the words in the chapter, we can take this information and put it into a concise, visual reminder. This increases our reading comprehension and retention dramatically.

If we start out with a visual "map" when writing an essay or report, this enables us to quickly "see" topic sentences and supporting facts which then can be put together easily without getting overwhelmed.

Because we have problems staying motivated, we need frequent rewards that will be a visual reminder to us that we are getting closer to the goals set before us.

What this means is that we need to "see" the whole picture and when we do, the "parts" will start to fall into place for us. With math, for example, we need to "see" the concrete or visual behind the more abstract. (This is easily done with math manipulatives.)

Once you understand more about your ADD/ ADHD child, you will be able to see him or her in a much more positive light. You will be in a better position to know what you need to do to help.

I am an educator, not a psychologist or doctor. The information in this book comes from years of working with ADD/ADHD children and finding out what worked for them successfully in order to bring up their grades. Having been diagnosed with ADHD myself, living with it and trying to find ways to compensate for it, gives me insight to the problems your child experiences.

I have found that almost all these children are able to see things differently which can lead to great achievements for society. They also can hyper focus on something they are interested in until they master it.

Thomas Edison "described how his combined distractibility and impulsiveness helped him in his "hunt" for world transforming inventions." Once these children find something they are passionate about, there is usually no stopping them! Your child has the same innate characteristics as explorers, inventors, leaders, scientists, innovators, engineers, entrepreneurs, or artists.

The book, The Everything Parent's Guide to ADHD in Children, by Carole Jacobs and Isadore Wendel, PhD, MSCP, describes your child as, "able to see connections and associations between seemingly disparate things which accounts for their ability to think outside the box, come up with new solutions to old problems and piece together unrelated ideas and concepts and create entirely new genres of art, music, writing, math, etc."

2. What Your Child Will Learn to Do Differently

The StudyQuick™ System helps your child compensate for their learning style and the poor "Executive Skills" which are essential for achievement in school.

The techniques and ideas in this book have been used for over a decade with all my ADD/ADHD students at my learning centers. The results were almost immediate! Within 4 to 6 weeks, every student's grades went from D's and F's to A's and B's and stayed there as long as they used this system.

Note: After my students left my Center, grades went back down almost immediately if the StudyQuick™ System was not continued at home.

Your child will learn to:

1. Scan all reading material, including textbooks and retain more information for tests.

2. Know how well he will do on a test before he takes it.

3. Consistently turn in all homework when due.

4. Stay more motivated to do homework.

5. Keep track of and complete all long term projects or papers.

6. Study only 5 minutes a day and get high test scores.

You, the parent, will learn to:

1. Keep your child motivated.

2. Monitor your child only 2-3 minutes a day to ensure consistency.

3. Know if your child is ready for a test and if homework is done.

4. Help your child to be more focused, organized and consistent.

StudyQuick™ System is designed to be easy and will not take much time. It needs to become a habit and a major part of you and your child's weekly routine. This ensures consistency and consistency is what is needed.

3. Executive Function Problems Solved

"Executive Function" is a term used for the part of our brain which controls just about everything needed for success in school and in life. This is the area where ADD/ADHD people have the most problems and this is another reason your child is having so much trouble in school and at home.

Dr. Stanley Greenspan, an expert in ADD/ADHD with children puts it like this: "A good way to think about Executive Functioning is that it's the child's ability to take in information through the senses, process that information and then use that information in a sequence of actions that solves a problem.

Acquiring the early building blocks of these skills is one of the most important and challenging tasks of the early childhood years, and the opportunity to build further on these rudimentary capacities is critical to healthy development through middle childhood, adolescence, and into early adult life."

Executive Function Controls:

Task Initiation or Completion: Sustaining your levels of attention and energy to see a task to the end.

Response Inhibition: Keeping you from acting impulsively in order to achieve a goal.

Focus: Directing your attention, keeping your focus and managing distractions while working on a task.

Working Memory: Holding information in your mind long enough to do something with it; (remember it, process it, and act on it.)

Time management: Understanding and feeling the passage of time, planning good use of time and avoid procrastination behaviors.

Flexibility: Being able to shift your ideas and plans in changing conditions.

Self-Regulation: Being able to reflect on your actions and behaviors and make needed changes to reach a goal.

Organization: Keeping track of your belongings, (personal and school) and maintaining order in your personal space.

Emotional Self-Control: Managing your emotions and reflecting on your feelings in order to keep yourself from engaging in impulsive behaviors.

According to an article, entitled, Executive Function, What Is This Anyway? Chris Dendy, M.S. states, "deficits in executive function help to explain why so many children with ADHD, although intelligent, have difficulty in school and may barely pass some classes, even though their IQ would indicate their ability to easily grasp the subject matter."

StudyQuick™ System helps address these issues by helping your child compensate in these areas by learning a new way to do things to achieve success in school.

These organizational and study techniques have worked for every child who has used them in conjunction with the monitoring of the parent on a consistent basis. Monitoring is very important to help keep interest level high, organization consistent and results positive.

The following chapters will explain how to set up the school binder and use it properly; how to study differently; how to monitor and to motivate.

Keep in mind how important it is to set up and use the StudyQuick™ System properly. It is a system! There is a reason for the placement of everything.

If you, the parent decide to let your child do this on his or her own, it will not work for very long. ADD/ ADHD students must have someone to help keep them focused and help them to see the need to do the steps until they can consistently do it on their own. Even then, you need to monitor several times a month.

When the grades went up, some client parents pulled their child out of my centers. They thought the problem was "fixed" and did not follow through with monitoring and rewarding. They soon brought their child back and paid me to do it for them. I learned I had to teach these parents that their child needed them to be consistent so their child could be consistent.

It is very difficult for your ADD/ADHD child to stay motivated or to see the need to do something without your help. Usually, after the grades came up, both the parent and child would relax and return to doing what they did before using StudyQuick™ System. The result was always the same: grades dropped, homework was not getting turned in and tests were failed. Remember, it only takes you 2-3 minutes to do this.

You will not have to monitor every week day after you see that the binder is being used properly and the study techniques are used consistently. You can "spot check" a couple of times a week to make sure there are no slip ups. But monitor you must, to help your child stay motivated and to see the need to do this.

You are not helping your child to do homework; you are helping by seeing that the homework is done and in the right place. This is just another way to keep your child motivated and help him to, "see the need." ADD/ADHD students tend to relax and stop compensating when the grades go up. They do not make the connection to the fact that these higher grades are a reflection of what they are doing differently.

Monitor every week day to begin with, and if your child is consistent, drop back to every other day. Eventually, you may be able to "spot check" once or twice a week. But if you see any inconsistencies, go back to every week day and start over again. Any parent who did not monitor as I suggest, came back and re-enrolled their child and paid my teachers to do this for them.

4. Why is School So Hard?

"He could do it if he wanted to."

How many times have you heard this from teachers or even said it yourself? Well, it's true. It is so much easier for us ADHD people to focus, stay on task and work up to our ability, if we are interested, in the mood or see the need. The problem is, we never know when any of this will happen.


Excerpted from "8 Minutes a Day to Make an A!"
by .
Copyright © 2018 Pamela L. Johnson, B.S. Education.
Excerpted by permission of AuthorHouse.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

Table of Contents

Why This Works, 1,
1. The Good News, 4,
2. What Your Child Will Learn to Do Differently, 6,
3. Executive Function Problems Solved, 8,
4. Why is School So Hard?, 11,
4.1 Your "Quick Binder" is your Child's "Brain!", 14,
4.2 The Tool Pouch, 16,
4.3 The Homework Planner, 17,
4.4 The Monthly Planner, 19,
4.5 The Secret of Double Tabs, 20,
4.6 The Pocket Insert, 22,
4.7 Where to Do Homework in the Binder, 23,
5. Where to do Homework at Home, 24,
6. The "Motivators", 25,
6.1 How Your Child Earns Tokens, 26,
6.2 The Four Categories for Token Exchange, 28,
7.0 Parent Monitoring, 30,
7.1 Quick Check the Binder, 32,
7.2 Quick Check the Tool Pouch, 32,
7.3 The Homework Tab, 33,
7.4 The Subject Tab, 33,
7.5 The Calendar, 34,
7.6 Check Temporary Holding Pocket, 34,
8. Quick Check the Quick Binder, 35,
9.0 The Need To Read ... Differently, 36,
9. Use "Quick Cards" to Get an A, 40,
9.1 New Vocabulary Words from Textbook, 41,
9.2 Using the Textbook Chapter to Make Quick Cards:, 41,
9.3 The Routine for the Quick Cards:, 42,
10. Taking Notes the Easy Way, 44,
10.1 Example of "Quick Notes", 46,
11. Visual Association for Memorizing, 46,
11.1 How to Remember Parts of a Whole, 46,
11.2 Memorizing Information, 47,
11.3 Acronyms, 49,
12. Mind Mapping for Easy Writing, 49,
13. Use Positive Words for Positive Results, 51,
14. Monitoring for Long Term Results, 53,
14.1 Problems Encountered When Monitoring, 57,
15. Where to Do Homework, 60,
15.1 Problems Getting Homework Done, 62,
16. Using Technology to do Homework, 63,

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