Children who have AD/HD do not have any standard symptoms by any means, but the large majorities of them share the trait of poor conduct and in general do not assimilate with their peers as naturally as other children seem to. Teachers have taken to regulating the child’s behavior in an attempt at high road cognition they have opted to train the children in problem solving behaviors. The premise is that the behaviors which naturally develop in children do not come in to these children. The behaviors that the educators desire to cultivate are the intrapersonal problem solving skills that allow people avoid confrontation, interact meaningfully and deal with emotions.
Howard Gardner’s theory of intelligence amongst other facets lists intrapersonal intelligence as a kind of knowledge to which a person may learn or have a natural affinity. In today’s modern world of synthesis we acknowledge that a person’s markup is a composite of their natural competence and their learned behaviors. Gardner’s theory is especially helpful in understanding this because according to his theory each person has innate aptitude for certain intelligences and an amount of trainability with other intelligences. We know that children affected by AD/HD often lack the nature that suits interpersonal intelligence. Gardner’s idea well explains the discrepancy between these developing children and their peers who develop those relational problem solving skills more quickly. Children with this condition score roughly an even spread across IQ tests and also in achievement scores. Some score above average and others fall below. A variety of symptoms such as mania, anxiety and depression afflict the children in addition to the attention deficit. Roughly half of the children with this condition have significant conduct problems. This could be an impulse control issue; however this data suggests that the other intelligences are unaffected while the social intelligences are disposed against in individuals with AD/HD.
High road cognition in conjunction with the Learning cycle is the proposed solution in teaching technique to the challenge of teaching these children to cope with the lack of social problem solving. The current method is to isolate strategies that the individual requires, to model them for the child, rehearse them, give feedback and encourage their practice until the child feels comfortable using the techniques on their own. The learning cycle of experience, reflection, observation, abstraction and testing is the flip side of this. To allow the child to learn a particular function the educators took the process of learning by the cycle and turned it on its head so that they could instruct teachers to teach this.
Public schools and public education in general has a history of high road cognition that began with the ancient Greek philosophers such as Plato and Aristotle who were distrustful of mere senses and emotions. This style of thinking and learning may have been...