How to Reach and Teach Children with ADD/ADHD PDF
Preview How to Reach and Teach Children with ADD/ADHD
Contents Introduction Part 1: Key Information for Understanding and Managing ADHD Section 1.1: Understanding Attention-Deficit/Hyperactivity Disorder Definitions and Descriptions of ADHD Behavioral Characteristics of ADHD The Predominantly Inattentive Type of ADHD The Predominantly Hyperactive-Impulsive Type of ADHD Positive Traits and Characteristics Common in Many Children, Teens, and Adults with ADHD Girls with Attention-Deficit Disorders ADHD and the “Executive Functions” ADHD “Look Alikes” ADHD and Co-Existing (or Associated) Disorders Statistics and Risk Factors What Is Currently Known About ADHD What May Be the Causes of ADHD What Is Not Known About ADHD ADHD and the Impact on the Family Section 1.2: Making the Diagnosis The Components of a Comprehensive Evaluation for ADHD Who Is Qualified to Evaluate a Child for ADHD? Section 1.3: Multimodal Treatments for ADHD Management Strategies AAP Guidelines and Additional Points A Word About Alternative and Unproven Treatments Section 1.4: Medication Treatment and Management Psychostimulant (Stimulant) Medications Antidepressants Atomoxetine (Strattera™) Other Medical Treatments What Teachers and Parents Need to Know If a Child/Teen Is on Medication Advice for Parents Interview with Mike Section 1.5: Do’s and Don’ts for Teachers and Parents Advice for Teachers Advice for Parents Interview with Spencer’s Mother Interview with Steve Section 1.6: Critical Factors in the Success of Students with ADHD Interview with Joe Section 1.7: ADHD and Social Skills Interventions Skill Deficits Versus Performance Deficits Interventions for Social Skills Problems School Interventions Child Social Skills Interventions Parent Interventions Summer Treatment Programs Section 1.8: ADHD in Preschool and Kindergarten Parent Concerns and Recommendations Preschool and Kindergarten Classroom Strategies for Success Creating the Climate for Success Management Techniques in Kindergarten What Else Is Important? What to Do About . . . Section 1.9: ADHD in Middle School and High School What All Adolescents Need The Value of Mentorship Dan’s Story The Core Symptoms of ADHD During Adolescence How Parents Can Help Why Can’t They “Act Their Age”? School Supports Exemplary Model Program for Students with ADHD (The ADHD Zero Point Program) Looping in Middle School Student Support Teams Warning Signs of Trouble in Middle School and High School Warning Signs of Learning Disabilities in Secondary School Children Interview with Joe Part 1: Recommended Resources Part 2: Managing the Challenge of ADHD Behaviors Section 2.1: Classroom Management and Positive Discipline Practices Common Triggers or Antecedents to Misbehavior Classroom Management Tips Addressing Student Misbehavior Possible Corrective Consequences Interview with Brad Section 2.2: Preventing or Minimizing Behavior Problems During Transitions and Less Structured Times Some Ways to Help Section 2.3: Individualized Behavior Management, Interventions, and Supports Understanding the ABCs of Behavior Target Behaviors Goal Sheets Home Notes and Daily Report Cards Chart Moves Contracts Token Economy or Token Programs Response Costs Self-Monitoring Rewards Strategies to Aid Calming and Avoid Escalation of Problems Tips for Dealing with “Challenging” or “Difficult” Kids What Is an FBA? What Is a BIP? Guiding Questions for Behavioral Issues Section 2.4: Strategies to Increase Listening, Following Directions, and Com- pliance Tips for Teachers and Parents Compliance Training Section 2.5: Attention!! Strategies for Engaging, Maintaining, and Regulating Students’ Attention Getting and Focusing Students’ Attention Maintaining Students’ Attention Through Active Participation Questioning Techniques to Increase Student Response Opportunities Keeping Students On-Task During Seatwork Tips for Helping Inattentive, Distractible Students Self-Monitoring Attention and Listening Levels (Self-Regulatory Techniques) Part 2: Recommended Resources Part 3: Instructional and Academic Strategies and Supports Section 3.1: Reaching Students Through Differentiated Instruction What Differentiation Means What Can Be Differentiated? Flexible Grouping Multiple Intelligences Layered Curriculum Interview with Bob Section 3.2: Multisensory Instruction Multisensory Strategies for Learning Multiplication Tables Multisensory Spelling Strategies and Activities Instructional Suggestions for Teachers Accommodations and Modifications Interview with Brita Section 3.3: Reaching Students Through Their Learning Styles and Multiple Intelligences Learning Styles Environmental Adaptations and Accommodations Multiple Intelligences Student Learning Style/Interest Interview Interview with Amy Section 3.4: The Advantages of Cooperative Learning for Students with ADHD The Five Elements of Cooperative Learning Getting Started with Group Work Structuring to Achieve Positive Interdependence Teaching Social Skills Through Cooperative Learning Section 3.5: Organization, Time Management, and Study Skills What Teachers and Parents Can Do to Help Build Organization Skills What Teachers and Parents Can Do to Help with Time Management Section 3.6: Learning Strategies and Study Skills Learning Strategies Study Skills Interview with Susan Section 3.7: Writing and Reading Challenges for Students with ADHD Why Writing Is Such a Struggle for Students with ADHD Common Reading Difficulties in Children and Teens with Attention-Deficit Disorders Reading Disabilities/Dyslexia What Research Tells Us About Learning to Read and Reading Difficulties What Is Known About Effective Intervention for Struggling Readers Section 3.8: Written Language Strategies, Accommodations, and Interventions Strategies to Help with Planning/Organizing (Pre-Writing) Strategies for Improving Fine Motor, Handwriting, Written Organization, and Legibil- ity Strategies for Bypassing and Accommodating Writing Difficulties Section 3.9: Strategies for Building Written Expression and Editing Skills Written Expression—Strategies and Support More Instructional Recommendations Help with Editing Strategies and Other Tips Section 3.10: Reading Strategies and Interventions The Reading Process: What Good Readers Do Strategies for Building Word Recognition, Reading Vocabulary, and Fluency Independent Reading Oral Reading Strategies Vocabulary Enhancement Reading Tips and Strategies for Parents Research-Based Reading Intervention Programs Interview with Malinda Section 3.11: Reading Comprehension Strategies and Interventions Pre-Reading Strategies During-the Reading Strategies After-Reading Strategies Graphic Organizers (Graphic Outlines or Graphic Aids) Other Reading Comprehension/Meaning-Making Strategies Other Active Reading/Discussion Formats Book Projects/Activities Interview with John Section 3.12: Mathematics: Challenges and Strategies Math Difficulties Associated with ADHD Math Strategies and Interventions National Council of Teachers of Mathematics (NCTM) Standards Part 3: Recommended Resources Part 4: Personal Stories and Case Studies Section 4.1: A Parent’s Story: What Every Teacher and Clinician Needs to Hear A Parent’s Story Section 4.2: Case Studies and Interventions (Adam and Vincent) Adam (Twelve Years Old, Seventh-Grade Student) Vincent (Seventeen Years Old, High School Senior) Part 5: Collaborative Efforts and School Responsibilities in Helping Children with ADHD Section 5.1: Teaming for Success: Communication, Collaboration, and Mutual Support The Necessity of a Team Approach The Parents’ Role in the Collaborative Team Process The Educators’ Role in the Collaborative Team Process The Clinicians’ Role in the Collaborative Team Process Cultural Sensitivity and Its Impact on Effective Communication and Collaboration Final Thoughts on Home/School Collaboration Section 5.2: The Role of the School’s Multidisciplinary Team The Student Support Team (SST) Process If You Suspect a Student Has ADHD The School’s Role and Responsibilities in the Diagnosis of ADHD School-Based Assessment for ADHD Section 5.3: School Documentation and Communication with Medical Pro- viders and Others Communication with Physicians Communication Between Schools Communication with Community Health Providers/Organizations Teacher Documentation Section 5.4: Educational Laws and Rights of Students with ADHD Individuals with Disabilities Act (IDEA) Section 504 Which One May Be Better for a Student with ADHD—A 504 Plan or an IEP? Disciplining Students with Disabilities Under Special Education Law The Reauthorization of IDEA IDEA 2004 No Child Left Behind (NCLB) Section 5.5: Innovative Collaborative Programs for Helping Children with ADHD The Utah Model—Intermountain Health Care’s (IHC’s) Care Management System for ADHD Project for Attention Related Disorder (PARD) of San Diego, California OU Pediatrics/Kendall Whittier Elementary—Collaborative Model of Care in Tulsa, Oklahoma Insights from Dr. Donald Hamilton, OU Pediatrics More Innovative Programs and Projects for Improving the Lives of Those with ADHD Part 6: Additional Supports and Strategies Section 6.1: Stress Reduction, Relaxation Strategies, Leisure Activities, and Exercise Fun and Laughter Breathing Techniques Yoga and Slow Movement Exercises Visualization and Guided Imagery Music Leisure Activities, Recreation, and Hobbies Exercise and Sports Section 6.2: Music for Relaxation, Transitions, Energizing, and Visualization Music for a Calming Effect Music for Moving from Here to There Music for Transitional Times Effect of Music on Mood Interview with Bruce
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