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| Dedication and Acknowledgments | |
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| About the Author | |
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| About This Book | |
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| A Note from the Author | |
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| Understanding, Diagnosing, and Treating ADHD | |
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| Definitions and Descriptions of ADHD | |
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| ADHD and the "Executive Functions" | |
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| The Official Diagnostic Criteria for ADHD (DSM-IV) | |
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| What Is Currently Known and Unknown About ADHD | |
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| Behavioral Characteristics of ADHD | |
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| ADHD Statistics and Risk Factors | |
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| What the Research Is Revealing About ADHD | |
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| Probable Causes of ADHD | |
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| Positive Traits and Characteristics in Many People with ADHD | |
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| ADHD "Look Alikes" | |
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| ADHD and Coexisting (or Associated) Disorders | |
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| Developmental Course of ADHD Across the Lifespan | |
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| Girls with Attention Deficit Disorders | |
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| Making the Diagnosis: A Comprehensive Evaluation for ADHD | |
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| The School's Role and Responsibilities in the Diagnosis of ADHD | |
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| Pursuing an Evaluation for ADHD: Recommendations for Parents | |
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| If You Suspect a Student Has ADHD: Recommendations and Information for Teachers and Other School Personnel | |
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| School-Based Assessment for ADHD | |
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| Parent and Teacher Rating Scales, Questionnaires, and Interview Questions | |
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| ADHD and Its Effect on the Family | |
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| The Impact of ADHD on School Performance and Success | |
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| A Comprehensive Treatment Program for ADHD | |
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| Research-Validated Treatments for ADHD | |
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| Medication Treatment and Management | |
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| If a Child/Teen Is Taking Medication: Advice for School Staff and Parents | |
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| Alternative and Unproven Treatments for ADHD | |
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| Preventing and Managing Behavior Problems: Strategies, Supports, and Psycho-Social Interventions | |
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| Target Behaviors for Students with ADHD | |
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| Rewards and Positive Reinforcers for School | |
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| Classroom-Management Tips | |
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| Environmental Accommodations and Supports in the Classroom | |
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| Preventing Behavior Problems During Transitions and "Challenging Times" of the School Day | |
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| Tips for Giving Directions and Increasing Student Compliance | |
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| Class (Group) Behavior-Management Systems | |
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| Disciplining Students: Addressing Misbehavior | |
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| Individualized Behavior Management, Interventions, and Supports | |
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| Strategies to Aid Calming and Avoid Escalation of Problems | |
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| Tips for Dealing with "Challenging" or "Difficult" Behaviors | |
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| Proactive Parenting: Positive Discipline and Behavior-Management Strategies | |
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| Following Directions: Tips for Parents to Improve Children's Listening and Compliance | |
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| Rewards and Positive Reinforcers for Home | |
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| Preventing Behavior Problems Outside of the Home | |
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| Social Skills Interventions and Teaching Prosocial Behavior | |
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| Common Triggers or Antecedents to Misbehavior | |
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| Sources and Resources for Behavioral Management | |
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| Instructional Strategies, Accommodations, and Supports | |
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| Adaptations, Accommodations, and Modifications: What's the Difference? | |
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| Instructional Interventions and Accommodations | |
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| Strategies for Engaging Students' Attention and Active Participation | |
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| Strategies for Inattentive, Distractible Students | |
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| Adaptations and Modifications of Assignments | |
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| Adaptations and Modifications of Materials | |
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| Strategies for Presenting Lessons | |
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| Adaptations and Modifications of Testing | |
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| Accommodations for Learning Styles | |
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| Study Skills/Learning Strategies, Organization, and Homework Tips | |
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| Memory Strategies and Accommodations | |
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| Metacognitive and Learning Strategies | |
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| ADHD: Struggles with Organization, Time Management, and Study Skills | |
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| What Teachers Can Do to Help with Organization | |
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| What Parents Can Do to Help with Organization | |
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| What Teachers Can Do to Help with Time Management | |
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| What Parents Can Do to Help with Time Management | |
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| Homework Tips for Teachers | |
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| Homework Tips for Parents | |
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| Academic Difficulties in Reading, Writing, and Math | |
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| Common Reading Difficulties in Children and Teens with Attention Deficit Disorders | |
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| The Reading Process: What Good Readers Do | |
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| Strategies for Building Word Recognition, Reading Vocabulary, and Fluency | |
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| Reading Tips and Strategies for Parents | |
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| Strategies for Reading Comprehension | |
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| Why Writing Is Such a Struggle for Students with ADHD | |
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| Strategies to Help with Prewriting (Planning and Organizing) | |
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| Strategies for Building Skills in Written Expression | |
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| Help with Editing Strategies and Other Tips | |
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| Multisensory Spelling Strategies and Activities | |
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| Strategies for Improving Fine-Motor Skills, Handwriting, Written Organization, and Legibility | |
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| Strategies for Bypassing and Accommodating Writing Difficulties | |
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| Math Difficulties Associated with ADHD | |
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| Math Strategies and Interventions | |
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| Collaborative Care and Practices to Support Students with ADHD | |
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| The Necessity of a Team Approach | |
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| The Student Support Team (SST) Process | |
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| What Supports and Training Do Teachers Need? | |
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| What Supports and Training Do Parents Need? | |
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| Groundbreaking Advances in the Collaborative Care of Children with ADHD | |
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| Special Education, Related Services, or Other School Supports and Accommodations for Students with ADHD | |
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| Educational Rights of Children with ADHD | |
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| IDEA as It Applies to Students with ADHD | |
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| How Section 504 Applies to Students with ADHD | |
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| The IEP and the Special Education Process | |
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| Disciplining Students with Disabilities Under IDEA | |
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| Understanding, Supporting, and Improving Outcomes for Individuals with ADHD | |
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| What Students with ADHD Need for School Success | |
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| What Children and Teens with ADHD Need from Parents | |
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| Do's and Don'ts for Teachers | |
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| Communicating with Parents: Tips for Teachers | |
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| Parent Advocacy: Tips and Strategies | |
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| ADHD in Young Children | |
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| ADHD in Adolescents | |
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| ADHD in Adults | |
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| Stress Reduction, Relaxation Strategies, and Exercise | |
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| Resources on the Internet | |
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| Abbreviations Associated with ADHD | |
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| Charts, Forms, and Visual Prompts | |
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| Homework Assignment Log | |
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| Homework Assignments | |
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| Student Weekly Planning Schedule | |
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| Things to Do Today | |
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| Classroom Procedures: What Do You Expect Students to Do When ...? | |
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| Sample illustrations of Morning Routine: 1. Hang up coat; 2. Put homework in bin; 3. Sharpen pencil; 4. Get busy on warm-up activity; 5. Ready by morning bell | |
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| Home Note | |
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| How to Establish a School-Home Daily Report Card | |
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| Daily School Report Card | |
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| Reward Form (Sample) | |
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| Classroom Behavioral Chart | |
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| Student Daily Behavioral Report | |
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| Student Weekly Progress Report | |
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| Connect-the-Dots Chart | |
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| Weekly Behavior Report | |
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| Behavior Rating Sheet | |
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| Daily Performance Record | |
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| Student-Generated Progress Report | |
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| Student Goal Sheet | |
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| Self-Monitoring Form | |
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| Response Cost Chart | |
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| Student Contract | |
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| Student Contract | |
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| Homework Coupon | |
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| ADHD Management Plan | |
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| NICHQ Vanderbilt Assessment Scale--Teacher Informant | |
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| Visual Prompts and Icons | |