ADD (ADHD) Self-report Questionnaire for Teenage/College Girls

Kathleen G. Nadeau, Ph.D. and Patricia Quinn, M.D.

This screening tool should not be used for the diagnosis of Attention Deficit Hyperactivity Disorder (ADD / ADHD).
This self-report questionnaire is intended to be completed by teenage/college age girls who are concerned about
possible ADD (ADHD). While most people would check some items on this list, when a majority of items are checked
a professional evaluation for ADD (ADHD) may be advisable.

Please place a check mark beside the each item that you feel describes you.

1. It's very hard for me to keep track of homework assignments and due dates.

2. No matter how hard I try to be on time, I am usually late.

3. I have trouble getting to sleep at night.

4. I have trouble getting up in the morning.

5. I jump from one topic to another in conversation.

6. I interrupt other people when they're talking, even though I try not to.

7. Even when I try to listen in class my thoughts start wandering.

8. I have difficulty remembering what I've read.

9. I can't seem to get started on school assignments until the last minute.

10. My room is very messy.

11. My friends say I'm "hyper."

12. My friends call me "spacey."

13. I forget to do things my parents ask me to do.

14. I frequently lose or misplace personal items.

15. My parents and teachers tell me I need to try harder in school.

 ADD/ADHD Symptoms
Inattention
Symptoms of inattention include the following:

 Often does not give close attention to details or makes careless mistakes in schoolwork,
work, or other activities.

 Often has trouble keeping attention on tasks or play activities.

 Often does not seem to listen when spoken to directly.

 Often does not follow instructions and fails to finish schoolwork, chores, or duties in the
workplace (not due to oppositional behavior or failure to understand instructions).

 Often has trouble organizing activities.

 Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a
long period of time (such as schoolwork or homework).

 Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils,
books, or tools).

 Is often easily distracted.

 Is often forgetful in daily activities.

Impulsivity/Self Control

An individual with ADHD may have difficulty with self-control and inhibiting behaviors.
Impulsive symptoms include the following:

 Often blurts out answers before questions have been finished.

 Often has difficulty waiting one’s turn.
 Often interrupts or intrudes on others (e.g., butts into conversations or games).
 Acts before thinking through consequences.
Hyperactivity

An individual with ADHD may have difficulty with regulating and inhibiting behaviors.
Hyperactive symptoms include the following:

 Often fidgets with hands or feet or squirms in seat.

 Often gets up from seat when remaining in seat is expected.

Hyperactivity (cont)

 Often feels restless.

 Often has trouble playing or enjoying leisure activities quietly.
 Often “on the go” or often acts as if “driven by a motor.”
 Often talks excessively.

Source:
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (Fith Edition,
Text Revision) DSM-V. Washington, D.C. 2000
16. I am distracted easily by sounds or by things I see.

17. My parents tell me that I overreact to things.

18. I feel anxious or worried a lot of the time.

19. I feel moody and depressed, even for no reason.

20. I blurt things out without thinking.

21. I am easily frustrated.

22. I'm pretty impatient and hate to wait.

23. I feel different from other girls.

24. I wish my parents understood how hard high school is for me.

25. I feel mentally exhausted when I get home from school.

26. It takes me longer to get assignments done compared to my classmates.

27. Even when I study hard I can't seem to remember things when I'm taking an exam.

28. It's so hard for me to stay organized.

29. I only make good grades in the classes that really interest me.

30. I have trouble completing papers and projects on time.

31. The only way I can really study for a test is to stay up late the night before.

32. I sometimes eat to calm down.

33. It seems like I'm always messing up.

34. I fidget or doodle in class because it's hard for me to sit still and listen.

35. I blurt things out without thinking

 Adult ADHD Symptom Checklist
Adapted from the Adult ADHD Self Report Scale

World Health Organization

Please answer the questions below, rating yourself on each of the criteria shown using the
scale on the right side of the page. As you answer each question, place an X in the box that
best describes how you have felt and conducted yourself over the past 6 months. Please
give this completed checklist to your healthcare professional to discuss during today’s Very
appointment. Rarely Sometimes Often
1. How often do you have trouble wrapping up the final details of a project, once the
challenging parts have been done?
2. How often do you have difficulty getting things in order when you have to do a task that
requires organization?
3. How often do you have problems remembering appointments or obligations?
4. When you have a task that requires a lot of thought, how often do you avoid or delay
getting started?
5. How often do you fidget or squirm with your hands or feet when you have to sit down for
a long time?
6. How often do you feel overly active and compelled to do things, like you were driven by
a motor?
7. How often do you make careless mistakes when you have to work on a boring ordifficult
project?
8. How often do you have difficulty keeping your attention when you are doing boring or
repetitive work?
9. How often do you have difficulty concentrating on what people say to you, even when
they are speaking to you directly?
10. How often do you misplace or have difficulty finding things at home or at work?
11. How often are you distracted by activity or noise around you?
12. How often do you leave your seat in meetings or other situations in which you are
expected to remain seated?
13. How often do you feel restless or fidgety?
14. How often do you have difficulty unwinding and relaxing when you have time to
yourself?
15. How often do you find yourself talking too much when you are in social situations?
16. When you’re in a conversation, how often do you find yourself finishing the sentences
of the people you are talking to, before they can finish them themselves?
17. How often do you have difficulty waiting your turn in situations when turn taking is
required?
18. How often do you interrupt others when they are busy?
 Exam Preparation: Think Like a Professor The Learning Center
at UNC-CH

Question
Purpose Study Methods
Overview Category
Effective exam Remember For recall of foundational or factual  Make flashcards
information: names, dates, formulas,  Draw diagrams
preparation
definitions, components, or methods.
Answers: 1. analyzing, 2. evaluating, 3. applying, 4. creating, 5. understanding, 6. synthesizing, 7. remembering

involves more
than strategizing Understand To demonstrate knowledge at a  Discuss content with a partner
for particular test formats, such deeper level; typically this requires  Consider the underlying
as multiple-choice or essay. a significant investment of time, objectives of homework, not just
thought, or a varied approach to a the answers
Commonly referred to as subject.  Focus on “why” questions
“Bloom’s Taxonomy,” the Apply To recognize or use concepts in real-  Seek concrete examples of
framework outlined at right has world situations. To address when, abstract ideas
where, or how to employ methods  Work practice problems and
remained popular with teachers
and ideas. exercises
and students alike since the
Analyze To break a topic or idea into  Generate a list of
publication of Taxonomy of
components or examine a subject contributing factors
Educational Objectives in from different perspectives.  Take alternate approaches
1956 and its revision in 2001 To shift from “whole” to “parts.”
as A Taxonomy for Teaching, Synthesize To consider individual elements  Generalize information from
Learning, and Assessment. together for the purpose of drawing lectures and readings
conclusions, identifying themes, or  Condense and re-state content
determining common elements. To in one or two sentences
Objectives
shift from “parts” to “whole.”  Compare and contrast
Use the table as a guide to
Evaluate To form an opinion, assign value,  Make note of your reactions
assess your comprehension of
develop an argument, or judge as you read and study
readings, lecture notes, and merit. Often there is not a clear or  Decide if you like, dislike, agree,
other course materials. By correct answer to this type of or disagree with an author or
creating and answering question. What do you think and a decision
questions from a variety of how do you support your position?  Consider what you would do if
categories, you can better asked to make a choice
anticipate and prepare for all Create To design, invent, offer alternative  Build a model
types of exam questions. solutions, or combine elements into a  Design an experiment
new pattern.

Practice
Classify each test question below by the type of question described in the table. Assume that lectures and
course materials didn’t supply direct answers to questions 1-6. Answers are on the left side of this page.

______________1. Explain the effects of inflation, political instability, and recession on the price of gold.
______________ 2. Do you consider the protagonist a hero? Defend your answer.
______________ 3. Using natural selection theory, explain why we might not see any new Puriri trees in the future.
______________ 4. Outline an alternative system to the electoral college. Your proposal must be original.
______________ 5. Why does the federal government collect taxes rather than print money as needed?
______________ 6. What do stage theories have in common?
______________ 7. What is an oligopoly?

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0

For Further Reading Like This Handout? United States License. You may reproduce it for non-commercial use if
Click Here Here’s More! you use the entire handout and attribute the source: The Learning
Center, University of North Carolina at Chapel Hill.
Losing It
Every day I wake up knowing that I'll lose at least one thing that day.

by Christine Brady

In life, losing things is a frequent occurrence. For someone with attention-deficit disorder,
though, it's guaranteed. Money back, if you surprise yourself (and everyone else) by somehow
keeping track of your stuff.

When I wake up in the morning, I'm aware of the fact that I will misplace at least one thing that
day. I just pray that I will find it again. I am, in a sense, notoriously good at losing and finding
things I've lost. I always lose something, find it, lose it again, and, if I'm lucky, find it again
before I have a chance to lose it one more time — or fall asleep, whichever comes first.

The remote control I just used, that little piece of paper I'm convinced I can hold onto, the keys
that I could have sworn I left in my purse, or even the purse itself — I lose them all. Why lie? If
you have ADHD, there's virtually nothing you can do to avoid losing or misplacing something. I
find, though, that following a few simple rules makes holding on to things a little easier for me:

 Put classic "waiting to be lost" items (remote, keys, small but important pieces of paper)
in the same place. Once I had the pleasure of searching 30 minutes for keys I was holding
in my hand. Hey, ADHD readers! Anyone beat that?

 Don't try to hide it... you've tried to hide it. I always hide things in "special places" so that
I won't lose them. But guess what? I lose them anyway. I can't remember the special
place, and then spend hours looking for something that I hid myself.

 Keep a notebook and tape those small but important papers inside. This will work until
you lose the notebook.

 Don't use sticky notes for messages that you'll need longer than a day. Reason? Sticky
notes evolve into un-sticky notes after 24 hours. I recently moved my desk and found
about 20 reminder notes that had become "unstuck" and fallen out of sight. Use sticky
notes as a "to be done today" reminder system.

 When it comes to other people's stuff, just don't lose it. Something as common to ADHD
as losing belongings might be enough to end a valued friendship if the belongings belong
to someone else. So take special care to keep track of anything that isn't yours.
  Everyone thinks they'll be able to remember where they've parked their car. With ADHD,
however, if you don't write down "Level 5, Section G," good luck finding the car. Just
hope you don't have to be someplace anytime soon.

I'm aware that the new "key finder" gadgets are supposed to revolutionize the world of ADHD.
With a simple click, you can find your keys, the remote, your cat, and so forth. I do find it ironic
that they've decided to give the ADHD person another thing to keep track of. "You say you can
never find your remote? Let's give you another one to help you find it."

But wait — what if you lose that remote? Will you then need a remote to find the remote that
helps you find the remote?

Published on ADDitudeMag.com

Copyright © 1998 - 2015 New Hope Media LLC

Making the most of Professors’ Office
Hours The Learning Center
at UNC-CH

Why
 Clarify course content
 Get study ideas
 Ask questions about the syllabus

When & How

 Visit early in the semester, not a week before the first
exam.
 Ask specific questions – the meeting will be productive
and you’ll learn more!
 Schedule a follow-up meeting if needed.

Preparation
 Signal your interest in an office visit. Email or talk to professor before or after class to check availability.
 If your schedule conflicts with office hours, contact the professor and ask for an appointment, offering a range
of days and times you are available.
 Prepare questions beforehand. Even if you feel generally lost in the class, your professor will be better able
to help if you offer specifics.
EX: “I understand two parts of this problem or idea, but don’t know how to connect them.” This question not
only shows that you attend class and read the material, but gives the professor direction.
 Bring whatever materials are appropriate: book, laptop, notes.

During the Appointment

 Take notes.
 Ask for clarification.
 Ask about supplemental readings that may help.
 Be honest. Say so if you aren’t following or need more examples.
 Sum up your take-away or action plan at the end of meeting.

Etiquette
 Be respectful. Arrive on time and introduce yourself.
 Address the professor by his or her last name with the appropriate title
(Professor, Dr.).
For further reading  If you want to discuss an exam or paper grade you disagree with, don't be
Click Here! mad! Discuss questions you missed on the test or what was lacking in your
paper. Ask: “How can I improve my next test or paper grade?”
 Be aware that other students may be waiting.
Like This Handout?
 Thank the professor at the end of the meeting.
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North Carolina at Chapel Hill.
 Mastering Multiple-Choice Exams The Learning Center
at UNC-CH

To master multiple choice questions, understand how professors create them.

First, they select an important concept to test your understanding

Next, they generate the correct answer

Finally, they generate distractors to test how well you understand concept

Distractors are choices that can look, sound or mean about the same thing as the correct answer,
but are incorrect because they are either:
 too specific (include extreme modifiers such as always, never)
 too general (they leave out a piece, make answer vague)

Try these strategies when faced with Sample:

multiple choice exams:
The following question stem has a qualifier that
1. Cover up the answer and read only the stem (the suggests one choice is the best answer among
question or statement). Underline or circle key several plausible alternatives.
words.
What is chiefly responsible for the increase in the
2. Analyze the stem, noting how the meaning average length of life in the USA during the last fifty
changes with: years?
Qualifiers (i.e. usually, sometimes)
Modifiers (i.e. always, never) a. Compulsory health and physical education
Negatives (i.e. not, none, un__, dis__, etc.) courses in public schools. (Distractor)

3. Try to answer the question before reading choices b. **The reduced death rate among infants and
young children. **(Correct Answer)
4. Identify and eliminate distracters to help narrow
your choices: c. The safety movement, which has greatly
Note similar answers reduced the number of deaths from accidents.
Note grammatically incorrect choices (Distractor)
Can an answer be correct with extreme
modifiers (i.e. always, never)? d. The substitution of machines for human labor.
(Distractor)
5. Re-read remaining choices as true/false
statements From: How to Better Prepare Multiple Choice Test
Items: Guidelines for University Faculty.
6. Stuck? http://testing.byu.edu/info/handbooks/betteritem
Scan test questions for clues and information s.pdf
that might help
Make notes in the margin to help you recall
content For further reading Like This Handout?
If all else fails, guess! Click Here! Here’s More!

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reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of
North Carolina at Chapel Hill.
Bolded, Starred, and Color-Coded: A Planner I Can't
Ignore
To manage my schedule, I need tools that I can't lose, break, or overlook. My solution: going big to keep
track of my college life.

Christine Brady

As a college student with attention deficit disorder (ADD ADHD), sometimes I feel like a circus performer — answering and
returning calls and e-mails, attending class and taking notes, typing up those notes, planning and working on papers, making
sure my cats get fed, and, oh yeah, getting the trash out for pickup on Monday morning. You may as well add in juggling balls
and bowling pins. Did someone ask about my social life? Very funny.

For someone who has ADD, like me, all of these things that should and must get done won’t get done without some kind of
external cuing system. In high school, I used a notebook–type planner. I would color-code it for each class, bolding, starring, or
underlining especially important items. I didn’t fail high school and I earned a scholarship to college, so I guess the results speak
for themselves. Still this is a labor-intensive approach — if you don’t work it, it won’t work — and, once I got to college, I didn’t
have the time to manage my academic schedule this way. What have I tried (or considered) since?

 Notes: I lose notes. That’s it. I still find scraps of paper or formerly sticky notes with things like “Test Monday" written
on them. I don’t remember what test, or when it was, but I hope I made that test.

 Erasable month calendars: Heaven forbid that I have a test on the first of next month. You have to erase the whole
month before entering the next month’s dates, so, if I ever wanted to schedule something a month or two down the
line, I might have to get 12 erasable month calendars, which kind of defeats the purpose.

 Microsoft Outlook: Booting up and navigating the computer can be tedious. I would write notes to remind myself to
enter a date, which I then, of course, lost. My biggest problem with Outlook was that I’d put in a test date, and then get
a reminder — on the day of the test.

 Electronic planners: They break, and it’s adios to whatever organization you had in your life. Plus, if the smallest
thing goes wrong, it’s hard to type in things.

 And finally, a really, really big calendar: My current calendar is about two feet wide, spiral-bound. The key is not just
the size but the placement — I put it next to my door, on the floor, where I have to see it. If you’re visualizing something
like a calendar area rug, you’re on the right track. You can’t miss something that huge that you have to step on or over
several times a day.

At the beginning of each semester, I write the dates from my syllabi on the calendar, using a different colored marker for each
class. For important events outside of class, I combine yellow highlighter with black marker to create a “caution sign” effect. If a
new deadline comes up during class or something on the syllabus changes, I write a note on a Post-it and stick the note inside
my flip-phone. I recommend the one-inch Post-its in bright colors, such as screaming green. I discard the note only after
transferring the information to my calendar, or sometimes I post it directly onto the due-date.

My calendar has a full-year calendar inset at the bottom, so I can circle or use stickers to mark upcoming birthdays or deadlines.
Right now, I’m using red for my environmental science class. A glance at the full-year inset, with several dates circled in red, lets
me know, in a manner of speaking, that there is “trouble ahead.”

Published on ADDitudeMag.com
Copyright © 1998-2015 New Hope Media LLC
Priorities Worksheet: Must do, Should The Learning Center
do, Could do at UNC-CH

Use this worksheet to help you prioritize tasks for the week (or the day). List assignments,
readings, chores, etc. into one of the three categories below. Break down larger projects – such
as papers – into smaller tasks and list each one separately. Decide which column to list each item
by considering due dates, difficulty of task, length of time needed to complete task, etc.

Must Do Should Do Could Do

The Learning Center at UNC-Chapel Hill

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reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University
of North Carolina at Chapel Hill.
Reading Guide for Social Sciences:
Journal articles, book-length studies, The Learning Center
at UNC-CH

primary sources.

Before Reading During Reading

Gather Basic Information about Understand the Argument
Author and Text Does the reading advance an
Title argument, often referred to as a
Author(s) thesis? If so, what is the author’s
Biography of author(s) thesis or point of view?
Year published
Historical context What is author’s objective?
Type of source: journal, primary source, book-
length study? What major points does she make?
Intended audience: scholars, students?
Analyze the Thesis
How might the publication date and historical What kind of evidence supports the
thesis? Do you find it convincing?
context help you understand the text?
Why or why not?
Preview Text
Thumb through pages, noting bold headings, Learn Vocabulary
graphics, etc. Any predictions? As you encounter unknown terms,
write them down and then be sure to
Read abstract, or intro and find their definitions during reading.
summary. Look at charts and graphs. Reread the sentence where the word
Previewing will help you see the direction the
is located to help you remember its
text will take you.
meaning. Try using it in an original
sentence.

After Reading
Ask Questions
Make note of unclear points to clarify in recitation or office hours. For further reading
Click Here!
Solidify Your Learning
Either individually or with a partner, consider drawing a concept Like This Handout?
map, timeline or map. List key people or major events. Write a
Here’s More!
summary of main ideas.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 United States License. You may
reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of
North Carolina at Chapel Hill.

Adapted by work from Russell Bither-Terry, Ph.D. Candidate, Department of Political Science, UNC-CH
Semester Goals and Action Plan The Learning Center
at UNC-CH
Consider broad goals this semester. What habits can you develop that will help create an overall positive experience (academically,
socially, etc)? When you reach the end of the semester, what do you want to have accomplished and how do you want to feel? Use
this worksheet to identify 3 broad goals. Keep this sheet where you’ll always see it, and refer to it when completing the Weekly Action
Plan worksheet.

GOAL: WHY IS THIS GOAL BEHAVIOR CHANGE Make your goal SMART:
IMPORTANT? To make progress on this goal, what Specific, Measurable,
How will progress on this goal behaviors might you need to
positively affect your life as a student change? What new behaviors might Action-Oriented, Realistic and
at UNC? you need to include. Time-Sensitive
EX: I want to exercise regularly Exercising gives me more energy and I can’t return to my room after classes I will go to gym 4X/week, doing a
helps me sleep better. With more because I’ll be less likely to go to gym combination of cardio and weights. I’ll
energy and sleep, I’ll be more alert in later. Instead, I’ll pack workout clothes ask a friend to join me to keep me
classes and can study with more focus. in my backpack and go to gym directly motivated and accountable. I’ll keep a
after class. chart tallying my progress.
1.

2.

3.

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North Carolina at Chapel Hill.
Smartphone Savvy for the Organized College Student
These apps and tools will help ADHDers wake up, show up, and study up at college.

Theresa E. Laurie Maitland, Ph.D.

Assignments, notes, appointments, dates — there's so much to keep track of when you're juggling
college classes and campus life. Need a little electronic help when it comes to getting and staying
organized? There's an app for that.

WAKE UP

Wake N Shake (for iPhone) You have to vigorously shake your iPhone to shut off the alarm.

I Can't Wake Up! (for Android) You have to do eight wake-up tasks before the alarm is silenced.

Clocky and Tocky These alarm clocks jump off your nightstand and roll around the room while playing
your favorite MP3s.

CALM DOWN, FALL ASLEEP, OR PAY ATTENTION

Relax Melodies (for iPhone) Creates a white noise ambience for falling asleep or meditation.

Relax Completely (for iPhone and Android) A hypnotherapist puts you in a relaxed state.

White Noise (for iPhone) or White Noise Lite (for Android) Features natural and man-made sounds.

KEEP TRACK OF TIME

Watchminder Set alarms and get reminders to help you focus.

TimeTimer Displays the passage of time visually.

Pomodoro Timer Lite (for Android) Focus for 25 minutes, and the timer signals it's time for a break.

FocusTime (for iPhone) Set work and break intervals.

FIND LOST ITEMS

Find My iPhone (for iPhone)

Find My Phone (for Android)

Find One Find All Attach a sensor to your keys or other items. Press a button and the item beeps.
SET REMINDERS

iCalendar (for iPhone); Google Calendar (for Android) Both sync with cell phones, allowing you to
schedule online, and to send reminders by e-mail or text.

Watchminder Organize schedules and manage time.

KEEP A SCHEDULE

30/30 (for iPhone) Make a list and give yourself a time allotment to complete each task.

BLOCK THE INTERNET

Keep Focus (for Android)

Freedom (for Mac and PC)

SelfControl (for Mac and iPhone)

LISTEN TO PRINTED DOCUMENTS

Voice Dream Listen to PDF and Word documents, e-books, articles, and Web pages anywhere with this
text-to-speech app.

Read & Write Gold Text-to-speech software similar to Voice Dream.

TURN SPEECH INTO PRINTED WORDS

Dragon Dictation (for iPhone and Android) A speech-to-type app that allows you to speak and instantly
see your e-mail and text messages.

Dragon Naturally Speaking The software types what you say. You can launch applications, open files,
and control your mouse with your voice.

TAKE NOTES

Sky Wifi Smartpen The pen not only writes but records everything you write and hear.

THERESA MAITLAND, Ph.D., is the coordinator of the Academic Success Program for Students with
LD/ADHD: A Learning Center Program at the University of North Carolina

Published on ADDitudeMag.com

Copyright © 1998 - 2015 New Hope Media LLC

 The Learning Center

Studying for Tests Strategically at UNC-CH

1. Find Out What You Already Know 2. Make a Study Smart Plan
Use syllabi to make a list of key concepts you Watch the Active Studying animation on The
must know for the test. Learning Center’s Student Resource web page.

Hide all notes and books and test your Make a study guide, merging main ideas from
understanding on each key concept. class notes and readings.
How well can you: summarize main ideas, do
sample problems, recall facts from memory, Choose study tasks to practice the content you
apply concepts in a new way? rated with a 1 or 2, including:

How did you do? Rate your skill and  Make mind maps, time-lines, flash-cards.
understanding on each bit of content from your  Study with a partner.
list using this simple scale:  Teach concepts to someone else.
 Write or speak aloud the main ideas.
3 = I know this well
2 = I know this some  Generate higher-level thinking questions to
1 = don’t know this at all test yourself with.

3. Make a Study Schedule

Once you’ve selected study tasks for concepts 4. Test Yourself
rated 1 and 2, estimate how much time you When you’ve completed your Study Plan, it’s
will need to complete them. time to test yourself again.

Look over your calendar and identify Hide all materials and test your understanding
available time-blocks for above. on concepts you rated 1 and 2 the same way
you did in Step 1.
Lay out plan on a calendar, noting exactly
what you will be doing and for how long.  Can you do a problem from memory?
Example:  Can you restate or rewrite what you
learned?
 8:00 – 8:45: Flash-card review for chapters
 Can you teach these concepts to a friend?
1-3
 Can you answer questions you generated
Save time in your calendar for Self-Testing. (not simple recall!)
 Still stuck on a particular concept? Keep
practicing!

For further reading Like This Handout?

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reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of
North Carolina at Chapel Hill.
Take Charge of Distractions The Learning
Center
at UNC-CH

Internal Distractions External Distractions

Thoughts Technology (phone, video games, laptop, MP3 player)
 about pressing responsibilities
 about pleasant things you’d rather do Objects or people in your environment
Emotions Noises or too much silence
 related to life circumstances
 about the task itself

Managing External Distractions

Managing Internal Distractions
Pick a setting that is a good match for the
Make a daily plan academic task
 Carve out time for each task, and include  Can you really stay focused in your dorm room
fun! or house when studying?
 Discover the best time of day for you to  What’s better: a group setting or working
tackle challenging assignments. alone?
 Discover how long you can study effectively  What’s better: the library or a cozy spot in a
before needing a break. coffee shop?

While Studying Consider the noise level you need to work

 Plan an activity to transition your mind for productively
focus, like deep breathing or listening to  Do you need ear plugs or head phones to
music. cancel out surrounding noise?
 Park competing thoughts on a post-it or  Try background sound. Play white noise on
notebook and save for later. your computer, like rainymood or simplynoise.
Run a fan or play quiet music.
 Consider building movement into your study
time. Try a treadmill desk at the Student
Take charge of technology distractions
Union or a standing desk. How about using
 Limit or bar yourself from unnecessary
a white board?
technology use during set times, and ask a
friend to hold you accountable to this!
Get enough rest! Everyone is more
distracted when tired.  Leave your smart phone, laptop, etc. either at
home or with a friend while studying.
 Use internet-blocking sites or self-management
tools. Click here to learn more.
For further reading Like This Handout?
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reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of
North Carolina at Chapel Hill.
Marking Text & Taking Notes while Reading
The Learning Center
at UNC-CH
Making Choices
There are many options for marking text and taking
notes while reading. Choices you make will depend on
your background with a subject, your learning style,
your purpose, and your time.

Traditional Methods Non-Traditional Methods

Mark Directly on the Text Create a Graphic Organizer
Underline, circle, or highlight key words Organize information visually.
and phrases. Annotate margins with Differentiate main ideas from
symbols, abbreviations, or summaries. support in an appropriate
format: concept map, table,
Use a Separate Document or Medium flow chart, hierarchy, timeline,
Write or type important points or or Venn diagram.
passages. Generate bulleted lists.
Create structured outlines 
with numerals and letters. 
Summarize sections in
your own words.  Dictate
Record important points or passages as audio files.
Cornell Style:
Take notes on the right two-thirds of
the page. List key words in the left
column. Summarize the entire page
in the space at the bottom. Generate Your Own Q&A
Formulate questions from headings
Make Flashcards and key words before you begin.
Transfer information to index cards Then seek answers as you read.
or electronic flashcards for easy drilling.

Tips
1. Preview the assignment before you begin.
2. Finish reading each section or page before marking on it and taking notes.
3. Include your own thoughts, opinions, and questions.
4. Be selective. Don’t transcribe large sections of text. Use highlighters sparingly.
5. Stop frequently. Use the ends of sections as cues to summarize.
6. Seek connections. Look for contrast and overlap with other materials.
7. Talk with your professor about the role of the assignment.

For further reading

Click Here! This work is licensed under a Creative Commons Attribution-Non Commercial-No Derivs 3.0
United States License. You may reproduce it for non-commercial use if you use the entire
handout and attribute the source: The Learning Center, University of North Carolina at
Like This Handout? Chapel Hill.
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 The Learning Center
Test Day Game Plan at UNC-CH

1. Before Arriving at the Test 2. Before Starting to Answer Test Questions

Give your brain a rest before you head to A. Survey the test.
your test. Consider: How many questions? What type of questions? How are the
points distributed?
 Quick exercise to help with
attention and overall cognition B. Make a plan of attack so you can earn as many
 Yoga or meditation to calm points as possible in the given time. Decide the order in
yourself which you’ll approach each question and how you’ll allocate
 Listening to music, or anything else time. Write your plan on the test or on a scrap of paper.
to help you relax.
Idea: Complete test sections in order of their overall value
Eat enough to give you necessary fuel, but so you will earn the most possible points if you run out of
not too much to make you sluggish. Read time to finish the test.
these tips on exam day nutrition.
Consider a 50 minute test consisting of:
Give yourself plenty of time to arrive with
time to spare so you can get mentally and 15 Multiple Choice Questions – 30 overall points
physically settled. 5 Short Answer Questions – 10 overall points
1 Essay Question – 60 overall points

Given the distribution of points, allocate your time

3. While Taking the Test among the three sections in the following order:
Keep track of time so you can follow your Essay: 30 minutes (60% of your time because it’s
plan of attack. Wear a watch and use it. worth 60% of the points)
Multiple Choice: 15 Minutes (30% of your time,
Read questions actively. Underline key
30% of points)
words and eliminate any distractors.
Short Answers: 5 minutes (10 % of your time, 10%
Restate the essence of the question in your
of points)
own words.

Stuck on a question? Peruse the exam for Idea: Complete test in order of questions you know the
possible hints found in other questions. Or best. Like above, this will earn you the most possible points
simply move on to the next question you in case you can’t finish entire test.
can answer.
C. Any formulas or facts you’ve memorized? Before
Feeling anxious? Read our handout on starting the exam, write the ones you are least confident about
Tackling Test Anxiety. on a scrap of paper; this will free you to work on harder
cognitive tasks during the test.
Read our handouts for specific tips on
Multiple Choice and Essay Exams.
For further reading Like This Handout?
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reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of
North Carolina at Chapel Hill.
Understanding Diagrams and Graphs The Learning Center
at UNC-CH

Don’t skip over diagrams and graphs when reading!

These visual aids provide summaries or can illustrate a complex process;
understanding how to read them is a very efficient way to learn material.

When tackling diagrams or graphs, pay attention to:

Captions: What clues about the illustration can you gain from the general description?
Labels: Can you define or describe the items labeled? If not, reread the text.
Directionality: Are there arrows, numbers or letters that orient the illustration?
The Big Picture: Do you notice any trends in data? Can you draw conclusions about relationships
among items on a diagram?

Review the two examples provided. By answering the questions for each, you’ll
see how much information can be gleaned from diagrams and graphs.

1.

What information does this diagram provide? How do the arrows help illustrate
the process depicted in the diagram? How do the colors of the arrows and the
text help organize the facts?

Diagram taken from Calypso Outreach

2. What information
does this graph
provide? Note the
labels in the X and Y
Axis, as well as the
location of the “Profit
Target” line. What
does this graph tell
you about the
performance of the
three products over
the course of a year?

Graph taken from

JPowered’s History
of Bar Charts and
Graphs

Studying with Diagrams and Graphs:

Start assigned readings by first reviewing any visual aids provided. This will
lay the foundation for understanding the meat of your reading.

Review them again right before class. This will help prepare you for lecture.

After you have completed a reading assignment, create a visual representation

that demonstrates your understanding. This active learning strategy is an
effective way to transfer your new learning to your long-term memory.

For further reading Like This Handout?

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reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of
North Carolina at Chapel Hill.
Weekly Action Plan
The Learning Center
at UNC-CH
Setting weekly and daily goals helps you stay directed and focused. Use this worksheet at the start of each
week to help you select SMART goals (see definition in the box below) as well as plan specific steps you’ll take
to meet each goal.

SMART GOAL: PLAN TO REACH GOAL: I AM _____% How can I

(S=specific, M=measurable, A=action- Tools and structures needed CONFIDENT INCREASE MY CONFIDENCE?
oriented, R=realistic, T=time sensitive) that I can do this

EX: Review new Spanish vocabulary ten Put vocab into flashcard app or quizlet and 75% Make a check-list to keep track of each night I
minutes daily. test myself for 10 minutes each night before use flashcards. Reward self at end of the week
bed. if I stick to plan.
1.

2.

3.

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Here’s More! reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of
North Carolina at Chapel Hill.
Will This Be on the Test?
Sometimes securing academic accommodations for ADHD means forsaking popularity with
college professors.

Christine Brady

My school, like many colleges, has special accommodations for those with attention deficit
disorder (ADD ADHD) and other learning differences.

A testing center is set up to provide extended time and other helpful arrangements. More often
than not, I would rather take the test with the other students in my class. This, however, may lead
to failure, loss of financial aid, probation, disenrollment, and, ultimately, spending my life under
a bridge. So I force myself to schedule a time at the testing center to take my tests.

It is not easy to approach a teacher, in high school or college, to ask for accommodations in
testing. I, personally, would rather ask them their preference in deodorant.

I often outline my "plan of approach" before actually, well, approaching. So many teachers are
unaware of the real disability experienced by someone with ADHD, and just don't see the need
for accommodations.

"You should take the test with everyone else," "I don't understand why you get an advantage
over other students," "Why should I bend over backward for one student?" "I never had extended
time when I was in school," or, my favorite, "I'm only doing this because I'm required to by law."
I've heard it all and, clearly, I am not the most popular student in some of my classes.

Some teachers don't understand ADHD, and they don't want to learn about it. My dad says
forgive them, for they know not that they know not. Once you have lived with someone who has
ADHD, your view of it changes radically. I'm confident that many of my professors are simply
one child or grandchild away from understanding -- and appreciating -- the extra burden carried
by a student with ADHD.

Despite my carefully plotted approach plan, because I am afraid of some authority figures, I tend
to forget what I've planned to say. The cogent arguments I have built into my presentation
dwindle away after the first sentence. This, along with just plain forgetting to talk to the teacher
at all, has been my downfall on more than one occasion.

Even when I have written a reminder to myself in my assignment book... I forget. The last five
minutes of class cast a spell over me, and I focus solely on getting the you-know-what out of
there. If I have not written a reminder on my hand, I return home, sit down, and think "D'oh!"
Thankfully, e-mail has turned out to be my personal savior. If I have forgotten to approach a
professor -- or am too chicken to have that conversation with an especially forbidding one -- I
simply go to the information superhighway and hit the Send button (no stammering, no
preparation, no forgetting).

It is also a good idea to ally yourself with the counseling service, or whatever office your school
provides to students qualified for accommodations. If I have trouble with a teacher, I know
where to go for guidance... and maybe even for some advocacy with an indifferent teacher.

Published on ADDitudeMag.com

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