The ADHD Book of Lists A Practical Guide for Helping Children and Teens with Attention Deficit Disorders
by Rief, Sandra F.Edition: 1st
Format: Paperback
Pub. Date: 2003-04-10
Publisher(s): Jossey-Bass
Other versions by this Author
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Summary
The ADHD Book of Lists is a comprehensive, reliable source of answers, practical strategies, and tools written in a convenient list format. Created for teachers (K-12), parents, school psychologists, medical and mental health professionals, counselors, and other school personnel, this important resource contains the most current information about Attention Deficit/Hyperactivity Disorder (ADHD). It is filled with the strategies, supports, and interventions that have been found to be the most effective in minimizing the problems and optimizing the success of children and teens with ADHD. The book contains a wealth of information to guide in the management of ADHD in school and at home. In addition, The ADHD Book of Lists' easy-to-use 8 1/2 x 11 lay-flat format is filled with reproducible checklists, forms, tools, and resources.A companion video by Sandra Rief is also available for purchase. ADHD & LD: Powerful Teaching Strategies and Accommodations (ISBN: 0-7879-7472-2) provides a thorough, non-technical introduction to ADD and ADHD, with hundreds of practical instructional and behavioral strategies tested in diverse elementary and middle school classrooms. It is an excellent supplement to the ADHD Book of Lists.
Author Biography
Sandra F. Rief, M.A., a leading speaker, author and consultant on effective strategies and interventions for meeting the needs of children with learning, attention, and behavioral challenges. She is the author of the bestseller How to Reach and Teach ADD/ADHD Children and The ADD/ADHD Checklist. Sandra is an award-winning educator with over twenty years of experience teaching in public school (in 1995 was named California Resource Specialist of the Year.)
Table of Contents
| Dedication and Acknowledgments | p. iii |
| About the Author | p. iv |
| About This Book | p. v |
| A Note from the Author | p. vii |
| Understanding, Diagnosing, and Treating ADHD | |
| Definitions and Descriptions of ADHD | p. 3 |
| ADHD and the "Executive Functions" | p. 5 |
| The Official Diagnostic Criteria for ADHD (DSM-IV) | p. 8 |
| What Is Currently Known and Unknown About ADHD | p. 11 |
| Behavioral Characteristics of ADHD | p. 15 |
| ADHD Statistics and Risk Factors | p. 20 |
| What the Research Is Revealing About ADHD | p. 22 |
| Probable Causes of ADHD | p. 25 |
| Positive Traits and Characteristics in Many People with ADHD | p. 28 |
| ADHD "Look Alikes" | p. 29 |
| ADHD and Coexisting (or Associated) Disorders | p. 31 |
| Developmental Course of ADHD Across the Lifespan | p. 35 |
| Girls with Attention Deficit Disorders | p. 42 |
| Making the Diagnosis: A Comprehensive Evaluation for ADHD | p. 46 |
| The School's Role and Responsibilities in the Diagnosis of ADHD | p. 53 |
| Pursuing an Evaluation for ADHD: Recommendations for Parents | p. 55 |
| If You Suspect a Student Has ADHD: Recommendations and Information for Teachers and Other School Personnel | p. 58 |
| School-Based Assessment for ADHD | p. 61 |
| Parent and Teacher Rating Scales, Questionnaires, and Interview Questions | p. 65 |
| ADHD and Its Effect on the Family | p. 68 |
| The Impact of ADHD on School Performance and Success | p. 70 |
| A Comprehensive Treatment Program for ADHD | p. 72 |
| Research-Validated Treatments for ADHD | p. 77 |
| Medication Treatment and Management | p. 82 |
| If a Child/Teen Is Taking Medication: Advice for School Staff and Parents | p. 87 |
| Alternative and Unproven Treatments for ADHD | p. 92 |
| Preventing and Managing Behavior Problems: Strategies, Supports, and Psycho-Social Interventions | |
| Target Behaviors for Students with ADHD | p. 97 |
| Rewards and Positive Reinforcers for School | p. 102 |
| Classroom-Management Tips | p. 105 |
| Environmental Accommodations and Supports in the Classroom | p. 111 |
| Preventing Behavior Problems During Transitions and "Challenging Times" of the School Day | p. 115 |
| Tips for Giving Directions and Increasing Student Compliance | p. 118 |
| Class (Group) Behavior-Management Systems | p. 121 |
| Disciplining Students: Addressing Misbehavior | p. 125 |
| Individualized Behavior Management, Interventions, and Supports | p. 129 |
| Strategies to Aid Calming and Avoid Escalation of Problems | p. 134 |
| Tips for Dealing with "Challenging" or "Difficult" Behaviors | p. 136 |
| Proactive Parenting: Positive Discipline and Behavior-Management Strategies | p. 139 |
| Following Directions: Tips for Parents to Improve Children's Listening and Compliance | p. 144 |
| Rewards and Positive Reinforcers for Home | p. 148 |
| Preventing Behavior Problems Outside of the Home | p. 151 |
| Social Skills Interventions and Teaching Prosocial Behavior | p. 153 |
| Common Triggers or Antecedents to Misbehavior | p. 160 |
| Sources and Resources for Behavioral Management | p. 162 |
| Instructional Strategies, Accommodations, and Supports | |
| Adaptations, Accommodations, and Modifications: What's the Difference? | p. 171 |
| Instructional Interventions and Accommodations | p. 174 |
| Strategies for Engaging Students' Attention and Active Participation | p. 176 |
| Strategies for Inattentive, Distractible Students | p. 180 |
| Adaptations and Modifications of Assignments | p. 184 |
| Adaptations and Modifications of Materials | p. 186 |
| Strategies for Presenting Lessons | p. 189 |
| Adaptations and Modifications of Testing | p. 192 |
| Accommodations for Learning Styles | p. 195 |
| Study Skills/Learning Strategies, Organization, and Homework Tips | |
| Memory Strategies and Accommodations | p. 201 |
| Metacognitive and Learning Strategies | p. 204 |
| ADHD: Struggles with Organization, Time Management, and Study Skills | p. 209 |
| What Teachers Can Do to Help with Organization | p. 211 |
| What Parents Can Do to Help with Organization | p. 216 |
| What Teachers Can Do to Help with Time Management | p. 220 |
| What Parents Can Do to Help with Time Management | p. 224 |
| Homework Tips for Teachers | p. 227 |
| Homework Tips for Parents | p. 231 |
| Academic Difficulties in Reading, Writing, and Math | |
| Common Reading Difficulties in Children and Teens with Attention Deficit Disorders | p. 239 |
| The Reading Process: What Good Readers Do | p. 246 |
| Strategies for Building Word Recognition, Reading Vocabulary, and Fluency | p. 248 |
| Reading Tips and Strategies for Parents | p. 255 |
| Strategies for Reading Comprehension | p. 258 |
| Why Writing Is Such a Struggle for Students with ADHD | p. 268 |
| Strategies to Help with Prewriting (Planning and Organizing) | p. 272 |
| Strategies for Building Skills in Written Expression | p. 276 |
| Help with Editing Strategies and Other Tips | p. 281 |
| Multisensory Spelling Strategies and Activities | p. 285 |
| Strategies for Improving Fine-Motor Skills, Handwriting, Written Organization, and Legibility | p. 291 |
| Strategies for Bypassing and Accommodating Writing Difficulties | p. 297 |
| Math Difficulties Associated with ADHD | p. 301 |
| Math Strategies and Interventions | p. 304 |
| Collaborative Care and Practices to Support Students with ADHD | |
| The Necessity of a Team Approach | p. 315 |
| The Student Support Team (SST) Process | p. 317 |
| What Supports and Training Do Teachers Need? | p. 324 |
| What Supports and Training Do Parents Need? | p. 327 |
| Groundbreaking Advances in the Collaborative Care of Children with ADHD | p. 330 |
| Special Education, Related Services, or Other School Supports and Accommodations for Students with ADHD | |
| Educational Rights of Children with ADHD | p. 339 |
| IDEA as It Applies to Students with ADHD | p. 344 |
| How Section 504 Applies to Students with ADHD | p. 349 |
| The IEP and the Special Education Process | p. 355 |
| Disciplining Students with Disabilities Under IDEA | p. 365 |
| Understanding, Supporting, and Improving Outcomes for Individuals with ADHD | |
| What Students with ADHD Need for School Success | p. 373 |
| What Children and Teens with ADHD Need from Parents | p. 376 |
| Do's and Don'ts for Teachers | p. 378 |
| Communicating with Parents: Tips for Teachers | p. 380 |
| Parent Advocacy: Tips and Strategies | p. 382 |
| ADHD in Young Children | p. 386 |
| ADHD in Adolescents | p. 390 |
| ADHD in Adults | p. 395 |
| Stress Reduction, Relaxation Strategies, and Exercise | p. 400 |
| Resources on the Internet | p. 404 |
| Abbreviations Associated with ADHD | p. 411 |
| Charts, Forms, and Visual Prompts | |
| Homework Assignment Log | |
| Homework Assignments | |
| Student Weekly Planning Schedule | |
| Things to Do Today | |
| Classroom Procedures: What Do You Expect Students to Do When ...? | |
| 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 | |
| Home Note | |
| How to Establish a School-Home Daily Report Card | |
| Daily School Report Card | |
| Reward Form (Sample) | |
| Classroom Behavioral Chart | |
| Student Daily Behavioral Report | |
| Student Weekly Progress Report | |
| Connect-the-Dots Chart | |
| Weekly Behavior Report | |
| Behavior Rating Sheet | |
| Daily Performance Record | |
| Student-Generated Progress Report | |
| Student Goal Sheet | |
| Self-Monitoring Form | |
| Response Cost Chart | |
| Student Contract | |
| Student Contract | |
| Homework Coupon | |
| ADHD Management Plan | |
| NICHQ Vanderbilt Assessment Scale--Teacher Informant | |
| Visual Prompts and Icons | |
| Table of Contents provided by Rittenhouse. All Rights Reserved. |
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