Educators educating Educators

Nov 19

Sam Goldstein

Sam Goldstein, Ph. D.

Faculty Member, University of Utah Medical School, and George Mason University


Learning and Behavior Center in Salt Lake City; Staff University Neuropsychiatric Institute

Co-author of Raising a Self-Discipline Child (2007)

Understanding and Managing Children’s Classroom Behavior (2007) and Seven Steps for Building Social Skills in Your Child (2006)

Co-editor of Handbook of Resilience in Children (2006)


AD/HD is defined as behavioral phenomena and not as a cognitive pneumonia

AD/HD is a failure of the control of attention

AD/HD is a failure of self-control, not a failure of attention



People with AD/HD can tell you what to do but in the heat of the moment, their limited capacity for self-control is quickly overwhelmed by what Richard Levoie calls …

OTM-OTM, on the mind, out the mouth phenomenon

People with AD/HD have problems doing what they know, either socially or academically

If a person does not know what to do, it is not AD/HD


They are cue-less, not clueless

Children with AD/HD are cue-less, not clueless

Clueless is when a child doesn’t know what to do

Cue-less is when they miss the cue of what to do

They miss the cue that drives the behavior

A discussion with them of missing the cues does not work

For example, “I didn’t you see the light? I didn’t you see the car coming?”


AD/HD & Regulation

AD/HD results from inefficiency in interaction with the environment

A person with AD/HD does not quite regulate their actions

Leads to doing the first thing they think of

In other words, a failure to use strategies and …

Trouble with planning


AD/HD is a failure to constantly and predictable and independently do what they know how to do

A failure to pick up clues in the environment that allows a person to interact with the environment in a functional way

Difficulties tracking in the environment and difficulties responding when one needs to respond

Represents problems with self-regulation and self-discipline

Problems with doing what one knows either academically or socially


AD/HD is defined as behavioral phenomena and not as a cognitive pneumonia

Diagnosis is based on behavior across settings, not cognitive functioning

AD/HD is a condition defined by behavior

AD/HD is diagnosis by history and observation, not cognitive testing




There are two fundamental phenomena regarding memory that all educators should be quite attentive to as they directly affect memory and how well students remember information after initially presented.

By understanding these two essential factors affecting working memory detailed in November 2017 Ed Tip, educators will be able to drastically improve students’ retention of new information.