Untitled
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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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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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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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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
Source: http://www.canter.net/content_images/ReachandTeachADD_TOC_20130730014048_357947.pdf
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