SMART TEACHING
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16. Avoiding Misuse of Disorder Labels

© 2005 Ron Fitzgerald, D.Ed

Do Not Label the Kinesthetic Learning Style as a Disorder

Research studies indicate that educators with little or no training in diagnosing and using learning styles tend to suggest an ADD label to a large number of youngsters who really do not exhibit the full pattern of symptoms that are associated with ADD. This serious misuse of labels has led Dr. Thomas Armstrong to publish THE MYTH OF ADD to combat, in effect, the victimization of students by mislabeling.

When the mislabeled youngsters are referred to physicians or advocates as parents sincerely attempt to find help for their child, many of the medical and advocating personnel have little or no background in the growing body of learning style research. In fact, the learning style research can often help parents and students and teachers to help the students learn the way they learn best instead of being improperly labeled as having a "disorder" or worse being placed on a drug that may mask symptoms but not address the real problem.
Be Careful on Other Mislabeling
This problem of mislabeling goes well beyond ADD. It is also unfortunately common in other areas such as:
Mistaking the effects of mismatched learning styles with -
ADD
Learned Helplessness

Mistaking lack of motivation or reading problems from environmental deprivation, hearing problems, congenital problems for-
Dyslexia

Mistaking boredom with a particular curriculum, attention seeking, a specific teacher-student personality class with -
OPD
Oppositional Disorder

COMMENT: **Both here and under ADD, watch out for applying a disorder level if a student exhibits strong symptoms in some classes or locations but not in other classes or locations. True ADD and OPD do not appear and disappear. When such seems to be the case, look carefully at the other possible causes of symptoms before applying a "disorder" label which can lead to self-image problems or medication that is not necessary or desirable even if such decreases symptoms.
Mistaking some performance below grade level caused by ineffective teaching systems as -
LD
Learning Delayed Disorder

COMMENT: Some educators without style and multi-intelligence training teach their (one) way. This can cause slowed skill development in youngsters. For example, using only a strong phonics-based program with visual and kinesthetic learners often leads to some students leaving primary and middle schools well below grade level in reading skills. Then, when learning opportunities focused on their learning styles are presented in grade 9, we regularly see skill growth rates averaging 2.3 grade levels per year. These students are not suffering from a disorder. However, given the impact of lower reading skills on all subject-matter progress, they are the victims of correctible and inappropriate teaching systems.
Mistaking hyperactivity based on reaction to an unsuitable learning environment as -
Hyperactivity Disorder
(not by itself a symptom of ADD)
COMMENT: Even when a hyperactivity disorder does exist it can often be accommodated by incorporating movement, choice, and time flexibility into classroom activities. Teachers who operate my-way (rather than multiple-ways) learning environments or who expect primary and intermediate level students to exhibit adult planning skills (even though the pre-frontal lobes involved in executive planning do not mature until adolescence is reached) generate problems that are not the fault of students. Good teachers are willing to grow their skills in this area to the point where very few students need to be referred for professional medical help.

A Closing Comment
We have reached a point in research where it is no longer acceptable to apply disorder labels too quickly. We know enough about normal brain differences to accommodate those differences. We should know enough about attitude and attention-seeking differences to have parents and teachers join in addressing same before quickly subjecting youngsters to labels and medicines. In some cases calmly requiring the acceptance of cause-and-effect responsibility by students is the best gift of all to place the students on paths to successful futures.