Formatted Contents Note: |
Machine-generated contents note: pt. 1 KEY INFORMATION FOR UNDERSTANDING AND MANAGING ADHD -- Section 1.1 Understanding ADHD -- Clarifying Terms and Labels -- Descriptions and Definitions 3 Signs and Symptoms -- Symptoms of Inattention and Associated Problems -- Symptoms of Hyperactivity and Impulsivity and Associated Problems -- Other Common Difficulties Experienced by Children and Teens with ADHD -- Three Presentations of ADHD -- Predominantly Inattentive -- Predominantly Hyperactive-Impulsive -- Combined -- Statistics and Risk Factors 9 ADHD and Coexisting Disorders -- Common Coexisting Conditions and Disorders -- Other Disorders and Conditions -- Identifying and Treating Coexisting Disorders -- ADHD Look-Alikes -- What Is Currently Known about ADHD -- ADHD Brain Differences -- Delayed Brain Maturation and Structural Differences -- Diminished Activity and Lower Metabolism in Certain Brain Regions -- Brain Chemical (Neurotransmitter) Inefficiency -- Causes of ADHD -- Heredity -- Birth Complications, Illnesses, and Brain Injury -- Maternal or Childhood Exposure to Certain Toxins -- Other Environmental Factors -- Girls with ADHD -- What We Have Learned -- 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 -- Berkley's Model of EF and ADHD -- Brown's Model of EF and 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 -- Three Presentations of ADHD -- Changes in the DSM Criteria -- Components of a Comprehensive Evaluation for ADHD -- Clinical Interview -- Rating Scales -- Physical Exam -- Observations -- Academic and Intelligence Testing -- Performance Tests -- Pursuing an ADHD Evaluation -- Who Is Qualified to Diagnose ADHD? -- Finding a Professional to Evaluate Your Child -- Working with the School in the Evaluation Process -- What Teachers and Other School Professionals Need to Know -- Information about Current School Functioning -- Information about the School History -- Points to Keep in Mind -- Section 1.4 Multimodal Treatment for ADHD -- Multimodal Intervention -- Parent Training -- Medication Therapy (Pharmacological Intervention) -- Behavioral Therapy -- Other Psychosocial Interventions -- Educational Interventions -- Complementary Interventions -- Additional Points to Keep in Mind -- Caution about Alternative Treatments -- Section 1.5 Medication Treatment and Management -- Stimulant Medications in the Treatment of ADHD -- How Stimulants Are Believed to Work -- Stimulant Medications Prescribed for Treating ADHD -- Side Effects of Stimulant Medications -- The Titration Process -- Non-stimulant ADHD Medications -- Other Medications -- Additional Information -- If a Child or Teen Is Taking Medication: Advice for School Staff and Parents -- What Teachers Need to Know -- What Parents Need to Know -- Interview with Mike -- Section 1.6 Behavioral Therapy for Managing ADHD -- General Principles of Behaviour Modification -- Home-Based Behavioral Treatment -- School-Based Behavioral Treatment -- Child-Based Behavioral Treatment -- Interview with Joe -- Section 1.7 Critical Factors in the Success of Students with ADHD -- Interview with Spencer's Mother -- 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 -- PATS 2006 -- PATS Six-Year Follow-up -- Evaluation, Diagnosis, and Intervention -- AAP Clinical Practice Guidelines for Diagnosis, Evaluation, and Treatment of Preschool Children -- Parent Concerns and Recommendations -- Child Find and School District Evaluation -- More Strategies and Tips for Parents -- Kindergarten Academic Skills and Expectations -- Research-Supported Intervention Programs for Preschool and Kindergarten -- First Step to Success -- Tools of the Mind -- Strategies and Tips for Preschool and Kindergarten Teachers -- Strategies and Tips for Early Childhood Teachers -- What to Do About ... -- Interview with Joe -- Section 1.9 ADHD in Middle School and High School -- For All Kids This Age -- Challenges of Adolescence -- What All Adolescents Need -- 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 -- Dan's Story -- pt. 1 References -- pt. 1 Additional Sources and Resources -- pt. 2 MANAGING THE CHALLENGE OF ADHD BEHAVIOURS -- Section 2.1 Proactive Classroom Management -- Classroom Management Tips -- Create a Climate for Success -- Establish Classroom Rules (Behavioral Standards) -- Teach Procedures and Routines -- Use Auditory and Visual Cues and Prompts -- Positively Reinforce (Reward) Desired Behaviour -- Use Your Proximity and Movement -- Accommodate Students' Need to Move -- Environmental Supports and Accommodations in the Classroom -- Student Seating -- Space, Materials, and Minimizing Environmental Distractions -- Using Music -- Other Important Strategies and Tips -- Common Triggers or Antecedents to Misbehaviour -- Address Student Misbehaviour -- Parent Tips: Behaviour Management at Home -- Interview with Brad -- Section 2.2 Preventing Behaviour Problems during Transitions and Less Structured Times -- Parent Tips: Preventing Behaviour Problems Outside the Home -- Section 2.3 Class (Group) Behaviour Management and Incentive Systems -- Positive-Only Group Reinforcement Systems -- Praise and Positive Attention -- Table or Team Points -- Daily or Weekly Target Goals -- Tokens in a Jar -- Chart Moves -- Raffles or Lotteries -- Individual Stamp Cards -- Unsolicited Compliment Rewards -- Lottery Grid, 100 Chart, or Class Bingo Board -- Mystery Motivator -- Reinforcement Systems That Also May Involve Fines or Deductions -- Token Economy System -- Group Response Cost -- Good Behaviour Game -- Electronic Feedback Point System -- Class Dojo -- Scoreboards, T-Charts, Teacher-Student Points -- What to Do about Students Whose Behaviour Interferes with Group Success -- Points to Keep in Mind -- Section 2.4 Individualized Behaviour Supports and Interventions -- Target Behaviours -- Individualized Interventions -- Goal Sheets -- Contingency Contracts -- Token Economy and Token Programs -- Daily Report Cards (DRCs) -- Check-In Check-Out (CICO) -- Direct Behaviour Ratings -- Other Behaviour Charts and Monitoring Forms -- For All Positive Incentive Programs -- Other Individualized Behavioral Interventions -- Understanding the ABCs of Behaviour -- Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs) -- What Is an FBA? -- What Is a BIP? -- Section 2.5 Strategies to Increase Listening, Following Directions, and Compliance -- Strategies and Tips for Teachers -- Parent Tips: Getting Your Child to Listen and Follow Your Directions -- Increasing Compliance -- Oppositional Defiant Disorder and ADHD -- Section 2.6 Managing Challenging Behaviour: Strategies for Teachers and Parents -- Strategies for Addressing Impulsive and Hyperactive Behaviours -- Parent Tips: More Strategies for Managing Your Child's Hyperactive-Impulsive Behaviour -- Strategies for Emotional Regulation and Control -- Prevention Strategies for Teachers -- More Teacher Strategies to Aid Calming and Avoid Escalation -- Parent Tips: Prevention Strategies for Frustration, Anger, and Melt-Downs -- Dealing with Argumentative and Oppositional Behaviour -- 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 -- Schoolwide Positive Behaviour Supports (SWPBS) and Positive Behaviour Intervention and Supports (PBIS) -- Social Skills Programs and Materials -- Social-Emotional Learning Programs -- Goal-Setting Tips -- Social Skill Lesson Plan -- Report Form: Social Skills -- pt. 2 References -- pt. 2 Additional Sources and Resources -- pt. 3 INSTRUCTIONAL, LEARNING, AND EXECUTIVE FUNCTION STRATEGIES -- Section 3.1 Attention!! Strategies for Engaging, Maintaining, and Regulating Students' Attention -- Getting and Focusing Students' Attention -- Auditory Techniques -- Visual Techniques -- The Tech Advantage -- Arousing Students' Curiosity and Anticipation -- Liven It Up -- Make It Personal -- Organize Student Thinking -- Maintaining Students' Attention through Active Participation -- General Tips for Keeping Students Engaged -- Questioning Techniques to Increase Student Engagement and Response Opportunities -- Keeping Students On-Task During Seatwork -- Teacher Tips for Helping Inattentive, Distractible Students -- Parent Tips: Helping Your Inattentive, Distractible Child -- Self-Monitoring Attention (Self-Regulatory Techniques) -- Section 3.2 Research-Based Instructional Approaches and Interventions -- Universal Design for Learning (UDL) -- Differentiated Instruction. |