Heidemae R. Remata^1,, Laila S. Lomibao¹

Developing basic mathematics skills for all children especially those who are diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and math disability is not easy. And the sudden shift from face-to-face classes to online instructional delivery due to the unprecedented COVID-19 pandemic has been a challenge to them. Hence, this qualitative descriptive-exploratory case study was undertaken to explore the response of a learner with Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) with impairment in mathematics towards a synchronous online Orton-Gillingham Math intervention in terms of working behavior. The participant was chosen purposively based on the diagnosis, arithmetic calculation level, and unfamiliarity with the OG-Math intervention. The participant was taught using the OG-Math approach via an online platform for twice-a-week for 4 weeks. The online classes were recorded then transcribed with consent from the participant’s parent and school. The data were analyzed using trustworthy thematic analysis to ensure validity and reliability. The analysis revealed five (5) emerging themes namely symptoms of inattention, symptoms of hyperactivity and impulsivity, lowered vigilance, emotional understanding and reactivity, and active class participation. Despite the existence of these responses, the participant was still able to participate actively in synchronous online class and showed emotional competence. It can be concluded that learner-participant with ADHD-SLD with impairment in math can thrive in synchronous online class given her short attention span.

attention deficit hyperactivity disorder, specific learning disorder, math disability, multisensory approach, concrete-representational-abstract progression, working behavior, Orton-Gillingham Math, intervention