“Human beings have always told their stories and truths through parables and fables. We are inveterate storytellers,” says director Beeban Kidron (2012). We, as humans, share our experiences through stories. Young children make up stories to entertain themselves and their parents. Somewhere along the line of traditional education, however, storytelling begins to lose its magic for some students. These students, who struggle with the traditional organization and independence of traditional schooling, struggle to write the creative stories they once told as children. Bound by pencil, paper, and their own limitations, students with ADHD struggle to write in a well-organized, well-organized manner. -developed stories. It is therefore the teacher's job to help the student with ADHD rediscover his inner storyteller and organize his story so that everyone can understand and appreciate it. Using technology for writing is just one way research has found it improves student writing. Accordingly, this study will seek to determine whether the use of multimedia software, PowerPoint, has a positive effect on the writing of fictional stories by middle school students with ADHD. Study Basis ADHD is a growing diagnosis among American students. General education teachers now balance a wide variety of instructional and behavioral needs, as made clear in IEPs and 504s, while seeking to ensure that all students achieve academic success as dictated by state standards and expectations . This can be a daunting task, and teachers must be armed with the most effective and efficient strategies to help all students achieve their goals. As an English teacher at a small private school where class sizes are already small,...... middle of paper ......or special education students. Journal of Special Education Technology, 24(1), 27-38.Saine, P. (2012). iPod, iPad, and SMARTboard: Transforming literacy instruction and student learning. New England Reading Association Journal, 47(2), 74-81.Spear, A. (2005) Classroom strategies for use with students who have suffered traumatic brain injury: Reading, writing, mathematics, and behavior. Physical Disabilities: Education and Related Services, 63-78. Wells, J., & Sheehey, M. (2013). Harnessing the power of technology: Increasing the academic engagement of elementary students with learning disabilities and ADHD. Insights into Learning Disabilities, 10(1), 73-86. Wollack, B. A., & Koppenhaver, D. A. (2011). Developing technology-supported, evidence-based writing instruction for adolescents with significant writing disabilities. Results and benefits of assistive technologies, 7(1), 1-23.