Susan Brand, Rita Dunn, and Fran Greb, in their article, Learning Styles of Students with Attention Deficit Hyperactivity Disorder: Who are They and How Can We Teach Them?, claimed two specially trained researches examined the learning styles of third-through twelfth-grade students who had been, A: diagnosed with ADHA and B: was receiving prescription drugs, to identify learning styles of these children. Both researchers used the Dunn and Dunn learning Model and they identified individual’s reactions to each 21 elements while concentrating on new and difficult academic knowledge or skills. Those included their reactions to several things. The list as follows; One, their immediate instructional environment- sounds vs silence; bright light vs soft lighting; warm vs cool temp; and formal vs informal seating. Two, own emotionality motivation, persistence, responsibility, and preference for structure vs choices. Three, their sociological preferences for learning – alone, with peers, with either a collegial or authoritative adult, or in a variety of ways as opposed to patterns or routines. Four, physiological characteristics – perceptual strengths; time of day energy levels; intake and mobility needs. And five, global vs analytic processing as determined through correlations among sound, light, design, persistence, sociological preference, and intake. The study of the Elementary School (3rd -6th grade) students with ADHD, according to the article, large clusters of these students required low rather than bright light when concentrating on academic tasks. (Could illumination be contributing to the hyperactivity?) A majority of these student lacked persistence. (Would intermittent relaxation periods refortify them so that they could concentrate better?) And last, the children were not able to function well academically in the morning. (Would afternoon academic periods produce better results among those students?). Brand, Dunn, and Greb suggest that the findings reject that there are no common learning styles characteristics among ADHA children. These students required soft lighting, intermittent relaxation breaks, and either late morning, afternoon, or evening learning, dependent on the individual. And these children also were significantly more motived by parental encouragement than children in the general population. (Should parents of ADHA children play a greater role in their schooling than is usual among parents?) The Study of Secondary School Students with ADHA (5th-12th grade) suggested that the students displayed a preference for structured afternoon learning, with information presented in patterns, through kinesthetic and tactile instructional resources. In addition, they were parent-motivated, according to the article.