A Comparison of the Effects of Tactile and Auditory Stimulation and Choice on the Problem Solving of Students with Attention Problems

Students with attention disorders are challenged by the attention and working memory demands required to successfully solve math story problems. Their attentional differences can be understood through the optimal stimulation theory that suggests these students are biologically under-stimulated (Zentall, 2006). According to the optimal stimulation theory, each human has a biologically determined level of optimal stimulation and when insufficiently stimulated, will initiate stimulation-seeking activity to create a state of homeostasis, or a comfort zone of optimal stimulation (Hebb, 1955). Zentall (1983) applied this theory to students with attention disorders and provided an understanding of students’ inability to sustain attention in lower stimulating environments. They attend to that which is immediately salient in the environment and not their tasks, resulting in difficulty with sustained attention (Zentall, 1995).

Students with attention difficulties can pay attention; their problems have to do with what they are paying attention to and for how long. Any strong stimulus can captivate their attention and distract them from their tasks. They selectively attend to novelty such as, color, changes in size, and movement (Copeland & Wisniewski, 1981; Radosh & Gittelman, 1981).