Abstract
This article examines the ways in which providing media-enhanced feedback effects the writing processes of students who self-identify as having ADHD. The research attempts to further prior research by Carmichael and Alden on the subject by applying modes other than the ones used by those researchers. This study seeks to add to an on-going conversation that takes place between Disability Studies and Composition. In order to add to this conversation a small-scale case study was conducted in which participants—student writers who self-identified as having ADHD—provided three different writing samples, received three different modes of feedback (Microsoft Word comments, audio-recorded comments, and screencast comments) and participated in in a series of interviews. Feedback was provided based on research that suggests people with ADHD may be stimulated by audio or visual means. The research indicates that the participants used each mode of feedback differently, and that each mode had perceived advantages and disadvantages. The findings imply that providing only one mode of stimuli to writers with ADHD may create barriers, while providing multiple means of representation may be beneficial. Finally, the research indicates other avenues of research are needed, such as measuring the amount of significant revisions based on each mode of feedback provided and how providing these modes of feedback impacts labor for instructors.