Efnisyfirlit

• Cover
• Praise for How to Reach and Teach Children and Teens with ADD/ADHD
• Title Page
• Copyright
• Dedication
• About the Author
• Acknowledgments
• Preface
• Part 1: Key Information for Understanding and Managing ADHD
  • Section 1.1: Understanding ADHD
    • Clarifying Terms and Labels
    • Descriptions and Definitions
    • Signs and Symptoms
    • Three Presentations of ADHD
    • Statistics and Risk Factors
    • ADHD and Coexisting Disorders
    • ADHD Look-Alikes
    • What Is Currently Known about ADHD
    • ADHD Brain Differences
    • Causes of ADHD
    • Girls with ADHD
    • Positive Traits and Strengths
    • ADHD and the Impact on the Family
  • Section 1.2: ADHD and Executive Function Impairment
    • Definitions of Executive Function (EF)
    • EF Analogies and Metaphors
    • EF Components
    • EF Dysfunction in ADHD
    • Models Explaining Executive Function Impairment in ADHD
    • Other Information about Executive Functions
    • What Parents and Teachers Should Keep in Mind
  • Section 1.3: Making the Diagnosis: A Comprehensive Evaluation for ADHD
    • Clinical Evaluation for ADHD
    • DSM-5 Criteria
    • Components of a Comprehensive Evaluation for ADHD
    • Pursuing an ADHD Evaluation
    • What Teachers and Other School Professionals Need to Know
  • Section 1.4: Multimodal Treatment for ADHD
    • Multimodal Intervention
    • Additional Points to Keep in Mind
    • Caution about Alternative Treatments
  • Section 1.5: Medication Treatment and Management
    • Stimulant Medications in the Treatment of ADHD
    • Nonstimulant ADHD Medications
    • Other Medications
    • Additional Information
    • If a Child or Teen Is Taking Medication: Advice for School Staff and Parents
  • Section 1.6: Behavioral Therapy for Managing ADHD
    • General Principles of Behavior Modification
    • Home-Based Behavioral Treatment
    • School-Based Behavioral Treatment
    • Child-Based Behavioral Treatment
  • Section 1.7: Critical Factors in the Success of Students with ADHD
  • Section 1.8: ADHD in Preschool and Kindergarten
    • Developmental Signs and Symptoms in Young Children
    • Red Flags for Possible Learning Disabilities
    • What the Research Shows
    • Evaluation, Diagnosis, and Intervention
    • More Strategies and Tips for Parents
    • Kindergarten Academic Skills and Expectations
    • Research-Supported Intervention Programs for Preschool and Kindergarten
    • Strategies and Tips for Preschool and Kindergarten Teachers
    • Strategies and Tips for Early Childhood Teachers*
  • Section 1.9: ADHD in Middle School and High School
    • For All Kids This Age
    • ADHD-Related Challenges and Needs
    • Addressing Coexisting Disorders
    • School Supports
    • Aiding the Transition to Middle or High School
    • Transition Plans
    • Warning Signs (Red Flags) in Middle School and High School
    • Warning Signs of Learning Disabilities in Teens
    • Understanding Their ADHD and Self-Advocacy
    • The Value of Mentorship
  • Part 1 References
  • Part 1 Additional Sources and Resources
• Part 2: Managing the Challenge of ADHD Behaviors
  • Section 2.1: Proactive Classroom Management
    • Classroom Management Tips
    • Environmental Supports and Accommodations in the Classroom
    • Common Triggers or Antecedents to Misbehavior
    • Address Student Misbehavior
  • Section 2.2: Preventing Behavior Problems during Transitions and Less Structured Times
  • Section 2.3: Class (Group) Behavior Management and Incentive Systems
    • Positive-Only Group Reinforcement Systems
    • What to Do about Students Whose Behavior Interferes with Group Success
    • Points to Keep in Mind
  • Section 2.4: Individualized Behavior Supports and Interventions
    • Target Behaviors
    • Individualized Interventions
    • Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)
  • Section 2.5: Strategies to Increase Listening, Following Directions, and Compliance
    • Strategies and Tips for Teachers
    • Increasing Compliance
    • Oppositional Defiant Disorder and ADHD
  • Section 2.6: Managing Challenging Behavior: Strategies for Teachers and Parents
    • Strategies for Emotional Regulation and Control
    • Dealing with Argumentative and Oppositional Behavior
  • Section 2.7: School-Based Social Skills Interventions
    • ADHD-Related Difficulties
    • Skill Deficits versus Performance Deficits
    • The Impact on Children and Families
    • Classroom Interventions
    • Schoolwide Programs and Interventions
    • Goal-Setting Tips
    • Social Skill Lesson Plan
    • Report Form: Social Skills
  • Part 2 References
  • Part 2 Additional Sources and Resources
• Part 3: Instructional, Learning, and Executive Function Strategies
  • Section 3.1: Attention!! Strategies for Engaging, Maintaining, and Regulating Students' Attention
    • Getting and Focusing Students' Attention
    • Maintaining Students' Attention through Active Participation
    • Keeping Students On-Task During Seatwork
    • Teacher Tips for Helping Inattentive, Distractible Students
    • Self-Monitoring Attention (Self-Regulatory Techniques)
  • Section 3.2: Research-Based Instructional Approaches and Interventions
    • Universal Design for Learning (UDL)
    • Differentiated Instruction
    • Response to Intervention (RTI)
    • Peer-Mediated Instruction and Intervention
    • Blended Learning
    • Designing Interventions for Struggling Learners: Key Instructional Components
  • Section 3.3: Organization and Time Management
    • What Teachers Can Do to Help with Organization
    • What Teachers Can Do to Help with Time Management
  • Section 3.4: The Homework Challenge: Strategies and Tips for Parents and Teachers
    • Homework Tips for Parents
    • Homework Tips for Teachers
  • Section 3.5: Learning Strategies and Study Skills
    • What Are Learning Strategies?
    • Metacognition and Metacognitive Strategies
    • Cognitive Learning Strategies
    • More Learning and Study Strategies
  • Section 3.6: Memory Strategies and Supports
    • Definitions and Descriptions of Working Memory
    • Working Memory Deficits and ADHD
    • Difficulties Associated with Poor Working Memory
    • Supports and Accommodations for Memory Weaknesses
    • Cognitive Working Memory Training (CWMT) Programs
    • Mnemonics
    • Music and Rhyme
    • Other Memory Strategies and Tips
    • Multimodal and Memory Techniques for Learning Multiplication Tables
    • Memory Techniques for Other Hard-to-Remember Information
  • Part 3 References
  • Part 3 Additional Sources and Resources
• Part 4: Strategies and Supports for Reading, Writing, and Math
  • Section 4.1: Common Reading and Writing Difficulties
    • The Reading Process: What Good Readers Do
    • Coexisting Learning Disabilities
    • Common Reading Errors and Weaknesses in Students with ADHD
    • Steps of the Writing Process and Potential Problems
    • Why Writing Is a Struggle
  • Section 4.2: Decoding, Fluency, and Vocabulary
    • Word Recognition and Decoding
    • Fluency
  • Section 4.3: Reading Comprehension
    • Strategies throughout the Reading Process
    • The Importance of Teacher Modeling of Strategic Reading
    • Graphic Organizers
    • More Key Comprehension Strategies
    • Other Reading Comprehension Strategies
    • Classroom Book Clubs
  • Section 4.4: Writing: Strategies, Supports, and Accommodations
    • Prewriting, Planning, and Organizing
    • Strategies for Building Skills in Written Expression
    • Strategies for Revising and Editing
    • Mnemonic Proofreading Strategies
    • Other Tips for Teachers
    • Strategies to Bypass and Accommodate Writing Difficulties
  • Section 4.5: Spelling and Handwriting
    • Helping Children with Spelling Difficulties
    • Improving Handwriting and Legibility of Written Work
  • Section 4.6: Mathematics
    • Math Difficulties Associated with ADHD and Learning Disabilities
    • Mathematics: Standards and Student Expectations
    • Mathematics Instruction
    • More Math Strategies, Supports, and Accommodations
    • Connecting Math to Writing and Literature
  • Part 4 References
  • Part 4 Additional Sources and Resources
• Part 5: Personal Stories and Case Studies
  • Section 5.1: A Parent's Story . . . What Every Teacher, Clinician, and Parent of a Child with ADHD Needs to Hear
    • Vincent (Seventeen Years Old, High School Senior)
    • Everything Ripples: The Education of Vincent and Victoria
    • Notes on Section 5.1
  • Section 5.2: Student Case Studies and Interventions
    • Chloe (Seven Years Old, First Grade)
    • Student Profile
    • Current Performance Levels
    • Desired Outcomes for Chloe
    • Intervention Plan
    • Teaming with Parents
    • Anne (Eleven Years Old, Sixth Grade)
    • Student Profile
    • Follow-up (Reported Spring Trimester of Sixth-Grade School Year, Provided by Mrs. Shorter)
    • Follow-up (Tenth-Grade School Year)
  • Part 5 References
• Part 6: Collaborative Efforts and School Responsibilities in Helping Students with ADHD
  • Section 6.1: 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 in Communication with Parents
  • Section 6.2: The Role of the School's Multidisciplinary Team
    • The Student Support Team (SST) Process
    • Multi-Tier System of Supports (MTSS)
    • If You Suspect a Student Has ADHD: Recommendations for Teachers and Other School Personnel
    • School-Based Assessment for ADHD
  • Section 6.3: School Documentation and Communication with Medical Providers and Others
    • Communication with Physicians
    • Communication between Schools
    • Teacher Documentation
  • Section 6.4: Federal Laws and Educational Rights of Students with ADHD
    • Individuals with Disabilities Education Act (IDEA)
    • Section 504 of the Rehabilitation Act of 1973
    • Americans with Disabilities Act Amendments Act of 2008 (ADAAA)
    • Which Is More Advantageous for Students with ADHD: An IEP or a 504 Plan?
    • Disciplining Students with Disabilities under IDEA 2004
  • Part 6 References
  • Part 6 Additional Sources and Resources
• Appendix: Forms
• Index
• End User License Agreement

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