How to Reach and Teach Children and Teens with ADD/ADHD: Third Edition

The most up-to-date and comprehensive vital resource for educators seeking ADD/ADHD-supportive methods

How to Reach and Teach Children and Teens with ADD/ADHD, Third Edition is an essential guide for school personnel. Approximately 10 percent of school-aged children have ADD/ADHD—that is at least two students in every classroom. Without support and appropriate intervention, many of these students will suffer academically and socially, leaving them at risk for a variety of negative outcomes. This book serves as a comprehensive guide to understand and manage ADHD: utilising educational methods, techniques, and accommodations to help children and teens side-step their weaknesses and showcase their numerous strengths. This new 2016 edition has been completely updated with the latest information about ADHD, research-validated treatments, educational laws, executive function, and subject-specific strategies. It also includes powerful case studies, intervention plans, valuable resources, and a variety of management tools to improve the academic and behavioural performance of students from kindergarten through high-school. From learning and behavioural techniques to whole group and individualised interventions, this indispensable guide is a must-have resource for every classroom—providing expert tips and strategies on reaching kids with ADHD, getting through, and bringing out their best.

• Prevent behavioural problems in the classroom and other school settings
• Increase students' on-task behaviour, work production, and academic performance
• Effectively manage challenging behaviours related to ADHD
• Improve executive function-related skills (organisation, memory, time management)
• Apply specific research-based supports and interventions to enable school success
• Communicate and collaborate effectively with parents, physicians, and agencies

Table of Contents

Preface xxv

PART 1: KEY INFORMATION FOR UNDERSTANDING AND MANAGING ADHD

• Section 1.1: Understanding ADHD 3
• Section 1.2: ADHD and Executive Function Impairment 21
• Section 1.3: Making the Diagnosis: A Comprehensive Evaluation for ADHD 27
• Section 1.4: Multimodal Treatment for ADHD 35
• Section 1.5: Medication Treatment and Management 43
• Section 1.6: Behavioral Therapy for Managing ADHD 51
• Section 1.7: Critical Factors in the Success of Students with ADHD 57
• Section 1.8: ADHD in Preschool and Kindergarten 63
• Section 1.9: ADHD in Middle School and High School 73

PART 2: MANAGING THE CHALLENGE OF ADHD BEHAVIORS

• Section 2.1: Proactive Classroom Management 97
• Section 2.2: Preventing Behavior Problems during Transitions and Less Structured Times 111
• Section 2.3: Class (Group) Behavior Management and Incentive Systems 115
• Section 2.4: Individualized Behavior Supports and Interventions 123
• Section 2.5: Strategies to Increase Listening, Following Directions, and Compliance 139
• Section 2.6: Managing Challenging Behavior: Strategies for Teachers and Parents 143
• Section 2.7: School-Based Social Skills Interventions 153

PART 3: INSTRUCTIONAL, LEARNING, AND EXECUTIVE FUNCTION STRATEGIES

• Section 3.1: Attention!! Strategies for Engaging, Maintaining, and Regulating Students’ Attention 177
• Section 3.2: Research-Based Instructional Approaches and Interventions 191
• Section 3.3: Organization and Time Management 207
• Section 3.4: The Homework Challenge: Strategies and Tips for Parents and Teachers 219
• Section 3.5: Learning Strategies and Study Skills 229
• Section 3.6: Memory Strategies and Supports 237

PART 4: STRATEGIES AND SUPPORTS FOR READING, WRITING, AND MATH

• Section 4.1: Common Reading and Writing Difficulties 257
• Section 4.2: Decoding, Fluency, and Vocabulary 267
• Section 4.3: Reading Comprehension 277
• Section 4.4: Writing: Strategies, Supports, and Accommodations 291
• Section 4.5: Spelling and Handwriting 309
• Section 4.6: Mathematics 319

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 343
• Section 5.2: Student Case Studies and Interventions 375

PART 6: COLLABORATIVE EFFORTS AND SCHOOL RESPONSIBILITIES IN HELPING STUDENTS WITH ADHD

• Section 6.1: Teaming for Success: Communication, Collaboration, and Mutual Support 389
• Section 6.2: The Role of the School’s Multidisciplinary Team 399
• Section 6.3: School Documentation and Communication with Medical Providers and Others 407
• Section 6.4: Federal Laws and Educational Rights of Students with ADHD 415

APPENDIX: FORMS 433

• A.1: ___’s Daily Report 434
• A.2: My Behavior Report 435
• A.3A: Daily Report 436
• A.3B: Daily Report Card 437
• A.3C: Daily/Weekly Report Card 438
• A.3D: Daily Behavior Report 439
• A.4: Daily Monitoring Report 440
• A.5: Self-Monitoring Behavior Log 441
• A.6: Notebook Check 442
• A.7: Homework Assignments 443
• A.8: Homework Tracking Sheet 444
• A.9: Book Club Roles 445
• A.10: Book Club Culminating Activities 447
• A.11: Five-Paragraph Persuasive Essay Rubric 449
• A.12: Research Log 450

INDEX: 451