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