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A comprehensive resource that addresses the "whole child, " as well as the team approach to meeting the needs of students with attention deficit hyperactivity disorder. Includes management techniques that promote on-task behavior and language arts, whole language, and multi-sensory instruction strategies that maintain student attention and keep students involved.

Tabla de contenidos provista por Syndetics

• Section 1 What Is ADD/ADHD
• Behavior Characteristics of Attention Deficit Disorder Without Hyperactivity (ADD)
• Behavior Characteristics of Attention Deficit Disorder With Hyperactivity (ADHD)
• What Is the Frequency of ADD/ADHD?
• What Are the Possible Causes of ADD/ADHD?
• Section 2 Critical Factors in Working With ADD/ADHD Children
• An Interview With Joe
• Section 3 A List of Don'ts
• An Interview With Spencer's Mother
• Section 4 A Comprehensive Treatment Program for ADD/ADHD
• An Interview With Joe
• Section 5 Preventing Behavioral Problems in the Classroom Through Management Techniques
• Teach Your Rules
• Positive Reinforcement
• Classroom Incentives
• Assertive Discipline
• Color-coded cards
• Numbered cards
• Home/school communication
• Response costs
• How to Avoid Behavioral Problems
• Time-outs and time-aways
• Behavioral contracts
• Proximity control
• The personal connection
• Appropriate behavior modeling
• Preventive cueing
• What Should I do About?
• An Interview with Steve
• Sample Contracts
• Section 6 Preventing Problems During Transitions and Noninstructional Time What Are Some Ways to Help?
• Examples to Consider
• Section 7 Attention: Getting It, Focusing It, Keeping It
• Ways to Get Students' Attention
• How to Focus Students' Attention
• Tips for Helping Distractible Students
• Maintaining Attention and Keeping Students' Involvement
• Methods for Unison Response
• Keeping Students On-Task During Seat Work
• An Interview With Bob
• Section 8 How to Teach Students Organization and Study Skills
• Critical Skills to Teach ADD/ADHD Students
• Methods for Recording Homework Assignments and Organizing Work Area and Materials
• How to Help Students With Written Work Organization
• How to Avoid Visual Clutter
• Time Management/Organization Techniques
• Helping Students Organize Their Ideas
• Parental Involvement
• An Interview With John
• Section 9 Multisensory Instruction
• Auditory
• Visual and Tactile
• Spatial
• Verbal
• Conceptual
• An Interview With Brita
• Section 10 Language Arts Strategies
• Pre-reading Strategies
• Graphic Organizes and Other Meaning-Making Strategies
• "Beyond" Activities and Book Projects
• Storytelling
• Oral Reading Strategies
• Problems ADD/ADHD Students May Have With Reading
• An Interview With Malinda
• Section 11 Written Language Strategies
• Teaching Spelling
• How can we help?
• What about phonics?
• Multisensory teaching techniques for helping students with spelling difficulty
• Testing for spelling
• Handwriting and Penmanship
• Strategies for teaching students who struggle with handwriting
• Necessary compensation for students who struggle
• Organization on Paper
• The Writing Process
• Written Expression
• Teaching Mechanics
• Other Helpful Techniques and Materials
• Section 12 Math Strategies
• Benefits and Importance of Teaching Through a Hands-on, Cooperative, Problem-Solving Approach
• Benefits for children with ADD/ADHD
• Recommendations for Math Instructions
• Interventions and Strategies for Computational Problems
• Recommended Math Resources
• Section 13 Tips for Giving Directions
• Section 14 The Advantages of Cooperative Learning with ADD/ADHD
• The Five Elements of Cooperative Learning
• How to Provide Structure and Minimize Problems in cooperative Groups
• Structuring to Achieve Positive Interdependence
• Teaching Social Skills Through Cooperative Learning
• Some Learning Outcomes Promoted by cooperative Learning
• Cooperative Skills to Teach
• Cooperative Learning Forms
• Section 15 Learning Styles
• Definitions, Statistics, and Elements
• Learning Style Adaptations to Meet the Needs of All students
• Experimenting With Environmental Adaptations
• Multiple Intelligences in the Classroom
• Gender/Ethnic Expectations and Student Achievement
• Learning Styles Interview
• An Interview With Susan
• Section 16 Relaxation, Guided Imagery, and Visualization Techniques
• Fun and Laughter
• Breathing Techniques
• Yoga and Slow Movement Exercises
• Walking Mediations
• Visualization and Guided Imagery
• An Interview With Bruce
• Section 17 Music for Transitions, Calming, and Visualization
• Music for a Calming Effect
• Nontraditional Music for Calming
• Music for Moving form Here to There
• Music for Transitional Times
• Rock Music
• Section 18 Communication With Parents and Mutual Support
• National Organizations and Resources for Parents
• How a Site Team Can Help Parents
• Weekly Progress Report
• Section 19 A Parent's Story: What Every Teacher Needs to Hear
• Section 20 Medication and School Management
• What Are the Most Common Medications for Treating ADD/ADHD?
• What Are the Most Important Issues Teachers Should Be Aware of Regarding Management of Medication for ADD/ADHD?
• What Are Some of the Side Effects of These Medications?
• Who Is Responsible for Medicating Students at School?
• How Is It Monitored?
• What Happens If We Forget?
• Does the Child Lose His/Her Free Will and Sense of Control With Medication for ADD/ADHD?
• An Interview With Mike
• Section 21 What About Kindergarten?
• Beginning of the School Year
• Noise Level
• Structuring the School Day
• Schedules and Consistency
• Behavior Management Techniques in Kindergarten
• Time-outs
• Giving the child space
• Set consequences and follow through
• Heading off trouble with diversionary tactics
• Signal and cues
• The best way to manage: positive attention
• Checking for specific behaviors
• Recognizing positive behaviors
• Resolving conflicts among children
• The impulsive child talking out disruptively in class
• Out of control
• What about crying in the classroom?
• Voice control
• Studying the child
• Behavior modification, monitoring, and reward systems
• Involving parents
• Children Who Want Your Attention and Need to Wait
• Handling Disappointment
• When the Other Children Perceive a Certain Student as "Bad"
• Learning Styles Environment in Kindergarten
• Special Early childhood Programs for Children with Attention Problems
• The Tactile-Defensive Child
• The Child Who Had Trouble Sitting
• Transitions
• Response Opportunities_ Keeping Them Engaged and Focused
• Trust Building and Connecting with the Child
• Team Teaching
• Other Special Tricks
• Section 22 The Challenge of Middle School and Junior High
• Critical Factors for our Students
• Topics and Plans to Improve Junior High School
• Campus safety
• Addressing student behavior issues
• Getting students to know one another
• Staff development plans
• Counselor time
• Parent involvement
• Special concerns
• An Interview With Amy
• Section 23 Actual Case Studies With Intervention Plans
• Case Study A: Steven (An ADD Student With Extreme Hyperactivity)
• School action
• Follow-up
• Intervention plan
• Case Study B: Randy (An ADD Student Without Hyperactivity)
• Team collaboration
• Additional interventions
• Medication
• Intervention plan
• Evaluating progress
• Summary
• Section 24 How Administrators Can Help Teachers and Students Succeed
• Other Positive Ways Administrators Can Help
• Section 25 Team Teaching and Teacher Partnerships
• The Advantages of Team Teaching
• Enrichment Wheels
• Teaming for Disciplinary Purposes
• Section 26 Using Tutors and Volunteers to Help Students in the Classroom
• Creative Ways to Bring More Assistance Into the Classroom
• Additional Sources of Assistance
• Section 27 School Documentation and Communication With Physicians and Agencies
• Questionnaires and Rating Forms
• Teacher Documentation
• Sample Cove Letters to Physicians and Agencies
• Section 28 School Referrals, Assessment, and Special Education Placement
• Have You Tried These Interventions and Modifications?
• Student Study Team/Consultation Team Process
• Special Education Referrals
• Obtaining a Comprehensive School Evaluation
• Who Is a Learning Disabled Child?
• Processing Deficits
• What are auditory processing deficits?
• What are visual processing deficits?
• An Interview With Brad
• Section 29 Exemplary Model Programs
• Project for Attention Related Disorders (PARD)
• Key School
• Teaching staff and students
• Other special "key" features
• A pioneering approach
• The Mentor Program
• Mentor seminar
• Mentor program field experience
• Benefits of the mento

Notas de autor provistas por Syndetics

Sandra F. Rief received her B.A. and M.A. in elementary and special education from the University of Illinois. She has taught children with learning disabilities as well as attentional and behavioral problems for the last 19 years. For the past 12 years, she has been working as a Resource Specialist in the San Diego City Schools. As a mentor teacher, Sandy became actively involved in the Project for Attention Related Disorders (PARD) and wrote a manual for her school district on effective strategies for teaching children with attention and learning disabilities. She presents numerous workshops and inservices, and is a featured speaker at conferences addressing this topic. She is also the author of How to Reach & Teach All Students in the Inclusive Classroom (1996) and The ADD/ADHD Checklist (1997), published by The Center for Applied Research in Education.