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Contents Introduction * xvi PART 1: KEY INFORMATION FOR UNDERSTANDING AND MANAGING ADHD Section 1.1: Understanding Attention-Deficit/Hyperactivity Disorder * 3
Definitions and Descriptions of ADHD * 3 Behavioral Characteristics of ADHD * 4 The Predominantly Inattentive Type of ADHD * 4 The Predominantly Hyperactive-Impulsive Type of ADHD * 6 Positive Traits and Characteristics Common in Many Children, Teens, and Adults
with ADHD * 9
Girls with Attention-Deficit Disorders * 9 ADHD and the “Executive Functions” * 10 ADHD “Look Alikes” * 11 ADHD and Co-Existing (or Associated) Disorders * 12 Statistics and Risk Factors * 13 What Is Currently Known About ADHD * 14 What May Be the Causes of ADHD * 17 What Is Not Known About ADHD * 20 ADHD and the Impact on the Family * 20 Section 1.2: Making the Diagnosis: A Comprehensive Evaluation for ADHD * 23
The Components of a Comprehensive Evaluation for ADHD * 24 Who Is Qualified to Evaluate a Child for ADHD? * 26 COPYRIGHTED MATERIAL Section 1.3: Multimodal Treatments for ADHD * 29
Management Strategies * 29 AAP Guidelines and Additional Points * 32 A Word About Alternative and Unproven Treatments * 33 Section 1.4: Medication Treatment and Management * 35
Psychostimulant (Stimulant) Medications * 35 Antidepressants * 38 Atomoxetine (Strattera™) * 39 Other Medical Treatments * 39 What Teachers and Parents Need to Know If a Child/Teen Is on Medication * 39 vii
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viii * Contents
Advice for Parents * 41 Interview with Mike * 42 Section 1.5: Do’s and Don’ts for Teachers and Parents * 43
Advice for Teachers * 43 Advice for Parents * 44 Interview with Spencer’s Mother * 47 Interview with Steve * 47 Section 1.6: Critical Factors in the Success of Students with ADHD * 49
Interview with Joe * 54 Section 1.7: ADHD and Social Skills Interventions * 55
Skill Deficits Versus Performance Deficits * 55 Interventions for Social Skills Problems * 56 School Interventions * 57 Child Social Skills Interventions * 59 Parent Interventions * 61 Summer Treatment Programs * 62 Section 1.8: ADHD in Preschool and Kindergarten * 63
Parent Concerns and Recommendations * 64 Preschool and Kindergarten Classroom Strategies for Success * 65 Creating the Climate for Success * 66 Management Techniques in Kindergarten * 68 What Else Is Important? * 70 What to Do About . . . * 72 Section 1.9: ADHD in Middle School and High School * 75
What All Adolescents Need * 76 The Value of Mentorship * 76 Dan’s Story * 77 The Core Symptoms of ADHD During Adolescence * 78 How Parents Can Help * 79 Why Can’t They “Act Their Age”? * 79 School Supports * 80 Exemplary Model Program for Students with ADHD (The ADHD Zero Point
Program) * 81
Looping in Middle School * 83 Student Support Teams * 84 Warning Signs of Trouble in Middle School and High School * 84 Warning Signs of Learning Disabilities in Secondary School Children * 85 Interview with Joe * 85
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Contents * ix Part 1: General References * 87 Part 1: Recommended Resources * 93 PART 2: MANAGING THE CHALLENGE OF ADHD BEHAVIORS Section 2.1: Classroom Management and Positive Discipline Practices * 97
Common Triggers or Antecedents to Misbehavior * 98 Classroom Management Tips * 99 Addressing Student Misbehavior * 109 Possible Corrective Consequences * 110 Interview with Brad * 113 Section 2.2: Preventing or Minimizing Behavior Problems During Transitions and Less Structured Times * 115
Some Ways to Help * 115 Section 2.3: Individualized Behavior Management, Interventions, and Supports * 119
Understanding the ABCs of Behavior * 119 Target Behaviors * 120 Goal Sheets * 121 Home Notes and Daily Report Cards * 121 Chart Moves * 126 Contracts * 126 Token Economy or Token Programs * 127 Response Costs * 127 Self-Monitoring * 129 Rewards * 130 Strategies to Aid Calming and Avoid Escalation of Problems * 130 Tips for Dealing with “Challenging” or “Difficult” Kids * 132 What Is an FBA? * 133 What Is a BIP? * 135 Guiding Questions for Behavioral Issues * 136 Section 2.4: Strategies to Increase Listening, Following Directions, and Compliance * 139
Tips for Teachers and Parents * 139 Compliance Training * 143 Section 2.5: Attention!! Strategies for Engaging, Maintaining, and Regulating Students’ Attention * 145
Getting and Focusing Students’ Attention * 145 Maintaining Students’ Attention Through Active Participation * 147 Questioning Techniques to Increase Student Response Opportunities * 149
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Keeping Students On-Task During Seatwork * 153 Tips for Helping Inattentive, Distractible Students * 154 Self-Monitoring Attention and Listening Levels (Self-Regulatory Techniques) * 155 Part 2: General References * 159 Part 2: Recommended Resources * 161 PART 3: INSTRUCTIONAL AND ACADEMIC STRATEGIES AND SUPPORTS Section 3.1: Reaching Students Through Differentiated Instruction * 165
What Differentiation Means * 165 What Can Be Differentiated? * 167 Flexible Grouping * 167 Multiple Intelligences * 167 Layered Curriculum * 169 Interview with Bob * 169 Section 3.2: Multisensory Instruction * 171
Multisensory Strategies for Learning Multiplication Tables * 172 Multisensory Spelling Strategies and Activities * 175 Instructional Suggestions for Teachers * 177 Accommodations and Modifications * 178 Interview with Brita * 179 Section 3.3: Reaching Students Through Their Learning Styles and Multiple Intelligences * 181
Learning Styles * 182 Environmental Adaptations and Accommodations * 186 Multiple Intelligences * 190 Student Learning Style/Interest Interview * 191 Interview with Amy * 193 Section 3.4: The Advantages of Cooperative Learning for Students with ADHD * 195
The Five Elements of Cooperative Learning * 196 Getting Started with Group Work * 197 Structuring to Achieve Positive Interdependence * 197 Teaching Social Skills Through Cooperative Learning * 198 Section 3.5: Organization, Time Management, and Study Skills * 207
What Teachers and Parents Can Do to Help Build Organization Skills * 208 What Teachers and Parents Can Do to Help with Time Management * 212
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Contents * xi Section 3.6: Learning Strategies and Study Skills * 223
Learning Strategies * 223 Study Skills * 227 Interview with Susan * 231 Section 3.7: Writing and Reading Challenges for Students with ADHD * 233
Why Writing Is Such a Struggle for Students with ADHD * 233 Common Reading Difficulties in Children and Teens with Attention-Deficit
Disorders * 235
Reading Disabilities/Dyslexia * 237 What Research Tells Us About Learning to Read and Reading Difficulties * 237 What Is Known About Effective Intervention for Struggling Readers * 239 Section 3.8: Written Language Strategies, Accommodations, and Interventions: Pre-Planning/Organizing, Handwriting, Assistive Technology * 241
Strategies to Help with Planning/Organizing (Pre-Writing) * 241 Strategies for Improving Fine Motor, Handwriting, Written Organization,
and Legibility * 245
Strategies for Bypassing and Accommodating Writing Difficulties * 248 Section 3.9: Strategies for Building Written Expression and Editing Skills * 253
Written Expression—Strategies and Support * 253 More Instructional Recommendations * 256 Help with Editing Strategies and Other Tips * 257 Section 3.10: Reading Strategies and Interventions: Building Decoding Skills, Vocabulary, and Fluency * 261
The Reading Process: What Good Readers Do * 261 Strategies for Building Word Recognition, Reading Vocabulary, and Fluency * 262 Independent Reading * 266 Oral Reading Strategies * 266 Vocabulary Enhancement * 267 Reading Tips and Strategies for Parents * 268 Research-Based Reading Intervention Programs * 269 Interview with Malinda * 271 Section 3.11: Reading Comprehension Strategies and Interventions * 273
Pre-Reading Strategies * 273 During-the Reading Strategies * 274 After-Reading Strategies * 275 Graphic Organizers (Graphic Outlines or Graphic Aids) * 275 Other Reading Comprehension/Meaning-Making Strategies * 276
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Other Active Reading/Discussion Formats * 279 Book Projects/Activities * 282 Interview with John * 283 Section 3.12: Mathematics: Challenges and Strategies * 285
Math Difficulties Associated with ADHD * 285 Math Strategies and Interventions * 287 National Council of Teachers of Mathematics (NCTM) Standards * 292 Part 3: General References * 299 Part 3: Recommended Resources * 309 PART 4: PERSONAL STORIES AND CASE STUDIES Section 4.1: A Parent’s Story: What Every Teacher and Clinician Needs to Hear * 313
A Parent’s Story * 313 Section 4.2: Case Studies and Interventions (Adam and Vincent) * 327
Adam (Twelve Years Old, Seventh-Grade Student) * 328 Vincent (Seventeen Years Old, High School Senior) * 338 PART 5: COLLABORATIVE EFFORTS AND SCHOOL RESPONSIBILITIES IN HELPING CHILDREN WITH ADHD Section 5.1: Teaming for Success: Communication, Collaboration, and Mutual Support * 361
The Necessity of a Team Approach * 361 The Parents’ Role in the Collaborative Team Process * 362 The Educators’ Role in the Collaborative Team Process * 367 The Clinicians’ Role in the Collaborative Team Process * 370 Cultural Sensitivity and Its Impact on Effective Communication and
Collaboration * 370
Final Thoughts on Home/School Collaboration * 371 Section 5.2: The Role of the School’s Multidisciplinary Team * 373
The Student Support Team (SST) Process * 373 If You Suspect a Student Has ADHD * 378 The School’s Role and Responsibilities in the Diagnosis of ADHD * 380 School-Based Assessment for ADHD * 381 Section 5.3: School Documentation and Communication with Medical Providers and Others * 385
Communication with Physicians * 385 Communication Between Schools * 389 Communication with Community Health Providers/Organizations * 391 Teacher Documentation * 394
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Contents * xiii Section 5.4: Educational Laws and Rights of Students with ADHD * 395
Individuals with Disabilities Act (IDEA) * 395 Section 504 * 398 Which One May Be Better for a Student with ADHD—A 504 Plan or an IEP? * 400 Disciplining Students with Disabilities Under Special Education Law * 400 The Reauthorization of IDEA * 403 IDEA 2004 * 404 No Child Left Behind (NCLB) * 404 Section 5.5: Innovative Collaborative Programs for Helping Children with ADHD * 407
The Utah Model—Intermountain Health Care’s (IHC’s) Care Management System
for ADHD * 408
Project for Attention Related Disorder (PARD) of San Diego, California * 411 OU Pediatrics/Kendall Whittier Elementary—Collaborative Model of Care in
Tulsa, Oklahoma * 414
Insights from Dr. Donald Hamilton, OU Pediatrics * 416 More Innovative Programs and Projects for Improving the Lives of Those with
ADHD * 417 Part 5: General References * 419 Part 5: Recommended Resources * 421 PART 6: ADDITIONAL SUPPORTS AND STRATEGIES Section 6.1: Stress Reduction, Relaxation Strategies, Leisure Activities, and Exercise * 425
Fun and Laughter * 425 Breathing Techniques * 425 Yoga and Slow Movement Exercises * 426 Visualization and Guided Imagery * 427 Music * 428 Leisure Activities, Recreation, and Hobbies * 429 Exercise and Sports * 429 Section 6.2: Music for Relaxation, Transitions, Energizing, and Visualization * 431
Music for a Calming Effect * 432 Music for Moving from Here to There * 433 Music for Transitional Times * 433 Effect of Music on Mood * 434 Interview with Bruce * 435 Part 6: General References * 437 Part 6: Recommended Resources * 439
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