We assessed a notetaking intervention targeting the passive learning style and disruptive behaviors exhibited by adolescents with attention deficit hyperactivity disorder (ADHD) in school. Teens with ADHD were able to learn the notetaking strategies through the use of a modification of the Directed Notetaking Activity (Spires & Stone, 1989). Furthermore, measures of comprehension and disruptive behavior improved as a function of both the product and process of the notetaking procedures. We discuss individual differences as well as implications for integrating psychoeducational, behavioral, and pharmacological interventions for adolescents with ADHD.
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Evans et al. (1994) studied this question.
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