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• 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