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| Adolescents with ADHD and/or LD | |
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| Definitions of ADHD | |
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| Diagnosis of ADHD | |
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| Learning Styles of Students with ADHD and/or LD | |
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| Teacher Roles in the Diagnosis and Support of ADHD and/or LD | |
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| Learning Disabilities | |
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| Language Disabilities | |
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| Central Auditory Processing Disorder | |
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| Nonverbal Learning Disabilities | |
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| Overlapping Disabilities | |
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| Multiple Challenges: Adolescence and ADHD and/or LD | |
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| A Final Word | |
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| Understanding Legal Requirements | |
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| Major Laws Dealing with Students' Disabilities | |
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| Underlying Premises of IDEA and Section 504 | |
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| Ten Major Provisions of the Individuals with Disabilities Education Act (IDEA) | |
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| Differences Between IDEA and Section 504 | |
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| Definitions of Learning Disabilities under IDEA and Section 504 | |
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| Appeals Procedures | |
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| Constraints Affecting IEP and Section 504 Decisions | |
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| Barriers to Implementing IDEA and Section 504 | |
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| Teacher Responsibilities Implied by Law | |
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| Addressing Teacher Questions and Concerns | |
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| A Final Word | |
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| The Learning Environment | |
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| The Welcome Letter | |
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| Current Research | |
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| Predictable Classroom Problems of Students with ADHD and/or LD | |
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| Components of a Positive Learning Environment | |
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| Monitoring and Assessment of Student Learning | |
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| Team Teaching | |
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| A Final Word | |
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| Reading and Writing in the Content Areas | |
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| Reading: Current Status | |
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| Writing: Current Status | |
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| Reading to Write, Writing to Read | |
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| Whose Responsibility Is It? | |
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| Effective Readers and Writers | |
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| Teaching Reading and Writing in the Content Area Class | |
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| Active Reading and Writing | |
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| Reading and Writing Accommodations | |
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| A Schoolwide Commitment | |
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| A Final Word | |
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| Teaching Homework-Completion Skills | |
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| Homework, an Unhappy State of Affairs | |
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| Homework Problems and Their Causes | |
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| Why Is Homework Assigned? | |
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| Homework Responsibilities of the Teacher, Parent, and Student | |
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| Preventing Homework Problems | |
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| Providing Support for Homework Completion | |
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| Providing Homework Accommodations | |
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| Solving Homework Problems | |
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| A Final Word | |
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| Teaching Adolescents to Use Self-Management | |
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| Importance of Self-Management Skills | |
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| Self Talk | |
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| Visualization | |
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| Managing Anger | |
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| Managing Attention | |
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| Managing Test Anxiety | |
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| Self-Monitoring | |
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| Setting Goals | |
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| Self-Motivation | |
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| Steps for Integrating the Teaching of Self-Management Strategies in Content Area Classes | |
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| A Final Word | |
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| Developing IEPs and Section 504 Plans | |
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| A Team Approach to the Development of IEPs and Section 504 Plans | |
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| Elements of the IEP and Section 504 Plan | |
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| Responsibilities of the Classroom Teacher | |
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| Responsibilities of the Teacher Consultant and Resource Room Teacher | |
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| Responsibilities of the School Social Worker and School Psychologist | |
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| Goals and Objectives | |
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| Accommodations or Supplemental Aids and Services in the Regular Education Classroom | |
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| Preparing for the IEP or Section 504 Meeting | |
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| The Well-Run Meeting | |
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| A Final Word | |
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| Behavioral Interventions | |
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| Past Emphasis: Punishment | |
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| A New Direction: Prevention | |
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| Behavioral Support Plans | |
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| Reinforcement | |
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| Planned Ignoring and Extinction | |
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| Response Cost | |
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| Shaping Behavior and Chaining | |
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| Contracting | |
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| Integrating Behavioral Support Plans for Several Students | |
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| Stopping Escalation of Negative Behavior | |
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| Violating Disciplinary Rules or Code of Conduct | |
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| A Final Word | |
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| Understanding the Role of Medication | |
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| The Teacher's Role | |
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| Beliefs and Attitudes about Medication | |
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| Countering Myths | |
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| Medication Choices | |
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| Warning Signs of Side Effects | |
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| Student Noncompliance | |
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| The Importance of Monitoring | |
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| Christopher, One Student's Story | |
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| A Final Word | |
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| Gifted Students with ADHD and/or LD | |
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| Gifted Students with ADHD and/or LD | |
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| Some Definitions of Giftedness | |
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| Indications of Giftedness and ADHD and/or LD: A Paradoxical Picture | |
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| Current Status | |
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| Secondary Emotional Problems | |
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| Challenges and Opportunities for Teachers | |
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| Psychoeducational Evaluation | |
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| Section 504 Plans and Classroom Accommodations | |
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| Flexible Programming | |
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| Instructional Planning for the Classroom Teacher | |
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| Thinking and Self-Management Strategies | |
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| Student Involvement | |
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| A Final Word | |
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| Diversity and Parent Involvement | |
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| Legal Underpinning of Parent Involvement | |
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| Definition of Parent Involvement | |
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| Diversity in the Schools | |
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| The Influence of ADHD and/or LD on the Family | |
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| Parent-Teacher Disagreements about the Education of Students with ADHD and/or LD | |
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| A New Approach to Parent Involvement | |
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| Effective Communication | |
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| A Final Word | |
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| Preparing for the Future: Transitions to Postsecondary Settings | |
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| Why Students Don't Complete High School or Pursue Further Education | |
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| "A Taste of College," Summer 1995 | |
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| Characteristics of Successful Adults with ADHD and/or LD | |
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| IDEA Transition Planning Requirements | |
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| Postsecondary Support for Students with ADHD and/or LD | |
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| Postsecondary Options | |
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| A Sense of Completion | |
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| Appendices | |
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| Problems and Strategies | |
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| Organizations | |
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| Resources | |
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| World Wide Web Sites | |
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| References | |