
The ADHD Book of Lists
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Content
- Cover
- Title Page
- Copyright
- Contents
- Acknowledgments
- About the Author
- About This Book
- A Note from the Author
- Section 1 Understanding, Diagnosing, and Treating ADHD
- 1.1 ADHD: Definitions and Descriptions
- What Is ADHD?
- Descriptions of ADHD: Explaining It to Children
- Sources and Resources
- 1.2 ADHD and the "Executive Functions''
- Definitions of Executive Function (EF)
- EF Analogies and Metaphors
- EF Components
- EF Dysfunction in ADHD
- Models Explaining Executive Function Impairment in ADHD
- Other Interesting Information about Executive Functions
- School-Related EF Difficulties
- What Parents and Teachers Should Keep in Mind
- What Parents, Teachers, and Other Supportive Adults Can Do to Help
- Sources and Resources
- 1.3 The Official Diagnostic Criteria for ADHD (DSM-5)
- DSM-5 Criteria
- Three Presentations of ADHD
- Other Criteria That Must Be Met
- Changes in the DSM Criteria
- References
- 1.4 What Is Currently Known and Unknown about ADHD
- We Know.
- We Do Not Yet Know Enough About.
- Sources and Resources
- 1.5 Signs and Symptoms of ADHD
- Symptoms of Inattention and Associated Problems
- Predominantly Inattentive ADHD
- Symptoms of Hyperactivity and Impulsivity and Associated Problems
- Predominantly Hyperactive-Impulsive ADHD
- Other Common Difficulties Experienced by Children and Teens with ADHD
- Source and Resource
- 1.6 ADHD Statistics: Prevalence and Risk Factors
- Prevalence of ADHD
- More Statistics
- Statistics Regarding Risks Associated with ADHD
- Sources and Resources
- 1.7 Causes of ADHD
- Heredity
- What Are These Brain Differences Associated with ADHD?
- Other Causes of ADHD
- Sources and Resources
- 1.8 ADHD and Coexisting Disorders
- Common Coexisting Conditions and Disorders
- Other Disorders and Conditions
- Identifying and Treating Coexisting Disorders
- About Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)
- Theory about ADHD and Comorbidity
- Sources and Resources
- 1.9 ADHD Look-Alikes
- Source and Resource
- 1.10 Positive Traits and Strengths
- 1.11 Developmental Course of ADHD across the Life Span
- Infancy and Toddler Stages
- Preschool and Kindergarten Years
- Elementary School Years
- Middle School Years
- High School and Teen Years
- Adults
- Points to Keep in Mind
- Sources and Resources
- 1.12 Girls with ADHD
- What We Have Learned
- Research on Girls with ADHD
- Sources and Resources
- 1.13 ADHD and Its Effects on the Family
- Important Points to Keep in Mind
- 1.14 Pursuing an Evaluation for ADHD: Tips for Parents
- Finding a Professional to Evaluate Your Child
- A School-Based Evaluation
- 1.15 Diagnosing ADHD in Children and Teens
- The Diagnosis
- Who Is Qualified to Diagnose ADHD?
- Components of a Comprehensive Evaluation for ADHD
- Sources and Resources
- 1.16 The School's Role and Responsibilities in the Diagnosis of ADHD
- Information about Current School Functioning
- Information about the School History
- Points to Keep in Mind
- 1.17 If You Suspect a Student Has ADHD: Recommendations for Teachers and Other School Personnel
- Caution and Tips for Teachers
- 1.18 School-Based Assessment for ADHD
- Referral
- Screening
- Comprehensive Assessment
- Interpreting the Data and Next Steps
- Sources and Resources
- 1.19 Multimodal Treatment for ADHD
- Multimodal Intervention
- Additional Points to Keep in Mind
- Sources and Resources
- 1.20 Medication Treatment for Managing ADHD
- Stimulant Medications in the Treatment of ADHD
- Nonstimulants
- Other Medications
- Additional Information
- Sources and Resources
- 1.21 If a Child or Teen Is Taking Medication: Advice for School Staff and Parents
- What Teachers Need to Know
- What Parents Need to Know
- Sources and Resources
- 1.22 Behavior Therapy (Psychosocial Interventions) for Managing ADHD
- General Principles of Behavior Modification
- Home-Based Behavioral Treatment
- School-Based Behavioral Treatment
- Child-Based Behavioral Treatment
- Sources and Resources
- 1.23 Alternative and Complementary Treatments
- Other Complementary Treatments That May Have Benefit for Children and Teens with ADHD
- Other Brain Training Technology Interventions
- Dietary Factors and Interventions
- Sources and Resources
- Section 2 Minimizing and Managing Behavior Problems
- 2.1 Proactive Classroom Management
- Create a Positive Classroom Environment
- Establish Rules and Behavioral Expectations
- Teach Procedures and Routines
- Use Your Proximity and Movement
- Use Signals and Visual Prompts
- Provide Positive Attention and Reward Appropriate Behavior
- Accommodate the Need to Move
- Other Important Strategies and Tips
- Address Misbehavior
- Source and Resource
- 2.2 Proactive Parenting: Positive Discipline and Behavior-Management Strategies
- Basic Guidelines
- Preventive Strategies
- Points to Keep in Mind
- 2.3 Creating an ADHD-Friendly Environment
- Environmental Supports and Accommodations in the Classroom
- Visual and Auditory Cues to the Environment
- Environmental Supports and Modifications at Home
- Source and Resource
- 2.4 Tips for Giving Directions and Increasing Compliance
- Strategies and Tips for Parents
- Strategies and Tips for Teachers
- Sources and Resources
- 2.5 Target Behaviors for Students with ADHD
- School Target Behaviors
- Home Target Behaviors
- Sources and Resources
- 2.6 Preventing Behavior Problems Outside of the Home
- Sources and Resources
- 2.7 Rewards and Positive Reinforcement for Home and School
- Rewards for Home
- Rewards for School
- 2.8 Class (Group) Behavior Management Systems
- Positive-Only Group Reinforcement Systems
- Reinforcement Systems That Also May Involve Fines or Deductions
- What to Do about Students Whose Behavior Interferes with Group Success on Class Incentive Systems
- Points to Keep in Mind
- Sources and Resources
- 2.9 Individualized Behavior Supports and Interventions
- Goal Sheets
- Contingency Contracts
- Token Economies and Token Programs
- Daily Report Cards
- Check-In Check-Out
- Other Behavior Charts and Monitoring Forms
- Direct Behavior Ratings
- With All Positive Incentive Programs
- Other Individualized Behavioral Interventions
- Points to Keep in Mind about Behavioral Supports and Interventions at School
- Sources and Resources
- 2.10 Preventing Behavior Problems During Transitions and ``Challenging Times'' of The School Day
- Classroom Transitions
- Transition from Out-of-Classroom Activities to the Classroom
- Out-of-Classroom School Settings
- 2.11 Common Triggers to Misbehavior
- Environmentally Based
- Physically Based
- Related to Specific Activity or Event
- Related to a Performance or Skill Demand
- Related to a Specific Time
- Other
- 2.12 Strategies for Attention, Focus, and On-Task Behaviors
- What Teachers Can Do to Help
- What Parents Can Do to Help
- Sources and Resources
- 2.13 Strategies for Impulsive and Hyperactive Behaviors
- Ways Parents and Teachers Can Help Children and Teens with ADHD
- More Strategies for Teachers
- More Strategies for Home
- 2.14 Tough Kids: Coping and Dealing with Challenging Behaviors
- About Oppositional Defiant Disorder
- Sources and Resources
- 2.15 Managing Student Anger, Frustration, and Poor Emotional Regulation
- Prevention Strategies
- Strategies to Aid Calming and Avoid Escalation
- Sources and Resources
- 2.16 Managing Your Child's Difficulty with Emotional Control
- Prevention Strategies
- Strategies to Aid Calming and Avoid Escalation
- Sources and Resources
- 2.17 ADHD and Social Skills Interventions
- School Interventions and Recommendations for Educators
- Interventions in Settings Outside of School and Recommendations for Parents
- Sources and Resources
- Section 3 Instructional Strategies, Accommodations, and Supports
- 3.1 Adaptations, Accommodations, Modifications: What's the Difference?
- Adaptations
- Accommodations
- Modifications
- Be Aware
- Sources and Resources
- 3.2 Getting and Focusing Students' Attention
- Auditory Techniques
- Visual Techniques
- The Tech Advantage
- Arousing Students' Curiosity and Anticipation
- Liven It Up
- Make It Personal
- Organizing Student Thinking
- Management Tips
- 3.3 Maintaining Students' Attention and Participation
- General Tips for Keeping Students Engaged
- Questioning Techniques to Increase Student Engagement and Response Opportunities
- Whole-Group and Unison Responses
- Small-Group and Partner Responses
- 3.4 Keeping Students On Task during Seatwork
- 3.5 Adaptations of Assignments and Materials
- Accommodations and Modifications of Assignments
- Adaptations and Modifications of Materials
- Use a Recording Device
- Structure Materials to Enhance Students' Attention and Focus
- Compensate for Writing Difficulties
- Math Material Supports and Adaptations
- Additional Suggestions
- Sources and Resources
- 3.6 Testing Adaptations and Supports
- Individualized Testing Accommodations and Modifications
- Accommodations for Standardized Testing
- Source and Resource
- 3.7 Accommodating Learning Style Differences and Sensory Needs
- Visual Learners
- Auditory Learners
- Tactile-Kinesthetic Learners
- Other Styles
- Environmental Factors
- Sources and Resources
- 3.8 Research-Based Instructional Approaches and Intervention Resources
- Universal Design for Learning (UDL)
- Differentiated Instruction
- Key Instructional Components for Designing Interventions for Struggling Learners
- Sources and Resources
- Section 4 Study Skills, Organization, and Other Executive Function Strategies
- 4.1 Working Memory Weaknesses and Supports
- Definitions and Descriptions of Working Memory
- Verbal and Nonverbal Working Memory
- Working Memory Deficits and ADHD
- Difficulties Associated with Poor Working Memory
- Working Memory Strategies and Supports
- Cognitive Working Memory Training (CWMT) Programs
- Sources and Resources
- 4.2 Strategies to Aid Memory
- Use Mnemonics
- Use Music and Rhyme
- Try These Other Memory Strategies and Tips
- Provide Support for Memory Weaknesses
- Sources and Resources
- 4.3 Metacognitive and Other Learning Strategies
- Metacognitive Strategies
- Cognitive Learning Strategies (CSI)
- Sources and Resources
- 4.4 ADHD: Difficulties with Organization, Time Management, and Homework
- 4.5 What Parents Can Do to Help with Organization
- Supplies and Materials
- The Homework Supply Kit
- Your Child's Room and Work Area
- Use Visual Reminders and Memory Cues
- More Organizational Tips
- Sources and Resources
- 4.6 What Teachers Can Do to Help with Organization
- Organize Student Workspace and Materials
- Visual Reminders and Memory Cues
- Monitor, Support, and Motivate
- Organizational Assistance in Planning and Thinking
- More Organizational Tips
- Sources and Resources
- 4.7 What Parents Can Do to Help with Time Management
- Time Awareness
- Tools, Schedules, and Supports
- Managing Routines and Schedules
- Long-Term Projects
- Sources and Resources
- 4.8 What Teachers Can Do to Help with Time Management
- Time Awareness
- Assignment Sheets and Student Planners, Calendars, and Agendas
- Schedules
- Long-Term Projects
- Other Ways Teachers Can Help with Time Management
- Sources and Resources
- 4.9 Homework Tips for Parents
- Creating the Work Environment
- Developing a Homework Routine and Schedule
- Preparation and Structuring
- Help during Homework
- Increasing Motivation and Work Production
- Communicating with Teachers about Homework Issues
- Other Ways to Help
- Source and Resource
- 4.10 Homework Tips for Teachers
- Communicate Clearly
- Provide Monitoring and Support
- Keep Things in Perspective
- Increase Motivation
- Section 5 Academic Difficulties, Strategies, and Supports in Reading, Writing, and Math
- 5.1 Common Reading Problems in Children and Teens with ADHD
- Definition of Dyslexia
- Other Common Reading Errors and Weaknesses in Children and Teens with ADHD
- Inattention-Related Reading Errors and Difficulties
- Impulsivity-Related Reading Errors and Difficulties
- Working Memory-Related Errors and Difficulties
- Metacognition-Related Errors and Difficulties
- Other Executive Function-Related Difficulties
- Processing Speed-Related Errors and Difficulties
- Related Lists
- Sources and Resources
- 5.2 The Reading Process: What Good Readers Do
- Source and Resource
- 5.3 Strategies for Building Word Recognition, Decoding, Fluency, and Vocabulary
- Word Recognition and Decoding
- Instruction for Students with Dyslexia
- Building Fluency
- Factors That Contribute to Fluency
- Fluency-Building Strategies
- Additional Fluency Strategies
- Remediation Challenge
- Tips for Oral Reading in the Classroom
- Tips for Independent Reading
- Vocabulary
- Strategies for Vocabulary Development and Working with Words
- Points to Keep in Mind
- Sources and Resources
- 5.4 Strategies for Reading Comprehension
- Strategies for Before Reading
- Strategies for During Reading
- Strategies for After Reading
- Graphic Organizers
- More Key Comprehension Strategies
- Other Reading Comprehension Strategies
- Sources and Resources
- 5.5 Reading Tips and Strategies for Parents
- Motivating Your Struggling or Reluctant Reader
- If You Suspect Your Child Has a Reading Disability (Dyslexia)
- Sources and Resources
- 5.6 Why Writing Is a Struggle
- Planning and Organization
- Attention and Inhibition
- Working Memory and Retrieval
- Shifting and Cognitive Flexibility
- Self-Monitoring
- Speed of Written Output and Production
- Language
- Graphomotor Skills
- Spelling
- Steps of the Writing Process and Potential Problems
- Sources and Resources
- 5.7 Strategies to Help with Prewriting: Planning and Organization
- Prewriting Techniques in the Classroom
- Using Planning Forms and Visual Organizers
- Thinking and Questioning
- Mnemonic Strategies
- Other Recommended Instructional Techniques in the Prewriting Stage
- Tips for Parents for Helping Their Children Think of Writing Topics
- Sources and Resources
- 5.8 Strategies for Building Skills in Written Expression
- Teaching Sentence Structure and Expanded Word Choices
- Teaching Students to Compose a Draft
- Teaching Self-Monitoring
- Sources and Resources
- 5.9 Strategies for Revising and Editing
- Strategies for Helping Students with Revision
- Strategies for Helping Students with Editing
- Other Tips for Helping Students with Their Writing
- Learning Strategies
- Sources and Resources
- 5.10 Spelling: Challenges, Strategies, and Supports
- Spelling Instruction
- Motivating, Multisensory Techniques for Practicing Spelling Words
- Sources and Resources
- 5.11 Improving Handwriting and the Legibility of Written Work
- Handwriting Tips, Strategies, and Programs
- Tactile-Kinesthetic Techniques to Motivate Letter Formation
- Additional Tips
- Sources and Resources
- 5.12 Strategies to Bypass and Accommodate Writing Difficulties
- For Teachers
- Use of Assistive Tools and Technology
- Sources and Resources
- 5.13 Math Difficulties Related to ADHD and Learning Disabilities
- Attention Weaknesses
- Memory Weaknesses
- Other Executive Skill Weaknesses
- Sequencing Weaknesses
- Visual-Motor, Fine-Motor, and Spatial-Organization Weaknesses
- Language Weaknesses
- Written Expression Weaknesses
- Related Lists
- Sources and Resources
- 5.14 Math Strategies and Interventions
- Strategies for Increasing Focus and Attention
- Strategies and Supports for Memory and Recall of Math Facts and Procedures
- Strategies to Compensate for Spatial-Organization and Perceptual-Motor Difficulties
- Self-Monitoring and Metacognitive Strategies
- Instructional and Assessment Strategies and Modifications
- Tips for Parents
- Sources and Resources
- Section 6 Educational Rights and Systems of Support at School
- 6.1 Response to Intervention (RTI)
- What is RTI?
- Essential Components of RTI
- The Three-Tiered Model of Intervention
- RTI and IDEA 2004
- Benefits of RTI
- Potential Disadvantages of RTI for Students with Dyslexia or Other Learning Disabilities
- Important Information for Parents and Schools
- RTI and PBIS
- Sources and Resources
- 6.2 The Student Support Team (SST) Process
- The Role of Parents
- The Role of the School
- The Role of Teachers
- Additional Points
- Sources and Resources
- 6.3 Educational Rights for Students with ADHD
- IDEA 2004
- Section 504 of the Rehabilitation Act of 1973
- The Americans with Disabilities Act (ADA) and Section 504
- Which Is More Advantageous for Students with ADHD-IDEA or Section 504?
- Sources and Resources
- 6.4 Federal Law IDEA and Special Education
- Basic Information about Special Education Law (IDEA 2004)
- Related Services
- Referral and Evaluation
- Individualized Education Programs (IEPs)
- Eligibility for Students with ADHD under OHI or SLD Categories
- Specific Learning Disabilities (SLD) Eligibility Criteria
- Sources and Resources
- 6.5 Section 504 Law and How It Applies to Students with ADHD
- What Is Section 504?
- Section 504 Eligibility Criteria
- What Is the Americans with Disabilities Act (ADA) Amendments Act of 2008 (ADAAA)?
- Changes to Section 504 as of ADA Amendments Act of 2008 (ADAAA)
- Important Information about Section 504
- 504 Accommodations
- Sources and Resources
- 6.6 Disciplining Students with Disabilities under IDEA
- Removal from School (Suspensions and Expulsions)
- What Is a Manifestation Determination Review?
- What Is a Functional Behavior Assessment (FBA)?
- What Is a Behavioral Intervention Plan (BIP)?
- Case-by-Case Determination
- Services for Students with a Change of Placement
- What Are "Special Circumstances" under the Law?
- The Right to Due Process and Appeal
- Protections for Students Who Do Not Have IEPs
- Sources and Resources
- Section 7 Understanding, Supporting, and Improving Outcomes for Children and Teens with ADHD
- 7.1 The Necessity of a Team Approach
- The Diagnostic Process
- The Treatment Plan
- More about the Team Approach
- Sources and Resources
- 7.2 Advocacy Tips for Parents
- Know Your Child's Educational Rights
- Be an Effective Advocate at Team Meetings
- Maintain Good Records
- More Tips
- Know When You Need Additional Support or Services
- Ensure the Right Care from Doctors and Other Professionals
- Sources and Resources
- 7.3 Parent and Teacher Communication and Relations
- Tips for Teachers
- Tips for Parents
- Sources and Resources
- 7.4 ADHD in Young Children (Ages Three to Five)
- Developmental Signs and Symptoms of ADHD in Young Children
- What the Research Shows
- Diagnosis and Intervention
- Other Preschool-Kindergarten Interventions
- Strategies and Tips for Parents
- Strategies and Tips for Preschool and Kindergarten Teachers
- Sources and Resources
- 7.5 ADHD in Middle School and High School
- Tips for Parents
- Transition Plans
- Sources and Resources
- 7.6 ADHD Coaching
- What Is ADHD Coaching?
- How ADHD Coaches Work with Preteens, Teens, and College Students
- Research
- Professional Coaching Organizations and Training Programs
- Sources and Resources
- 7.7 Healthy, Fun, and Therapeutic Ways to Help Manage ADHD Symptoms
- Meditation Practices and Mindfulness
- Breathing and Progressive Relaxation Techniques with Children
- Yoga and Other Controlled Exercises
- Organizations and Resources for Teaching Yoga and Mindfulness to Children
- Other
- Guided Imagery and Visualization
- Exercise and Physical Activity
- Green Time
- More Fun and Play and Laughter
- Music
- Art
- Sources and Resources
- 7.8 What Kids with ADHD Need from Parents and Teachers
- What Children and Teens Need from Parents
- What Students with ADHD Need from Teachers
- 7.9 What Parents of Children with ADHD Need
- Become Educated about ADHD
- Professional Help
- Network with Other Parents
- Be Kind to Yourself
- 7.10 ADHD and Gifted (Dual Exceptionalities)
- Gifted Students
- Special Challenges for Twice Exceptional Students
- What Twice Exceptional Students Need
- Tips for Parents and Teachers of Twice Exceptional Students
- Sources and Resources
- 7.11 Do's and Don'ts for Parents and Teachers
- Additional Do's and Don'ts for Parents
- Additional Do's and Don'ts for Teachers
- 7.12 Recommended Websites and Resources
- US National Organizations, Nonprofits, and Government-Supported Information about ADHD and Learning Disabilities
- Other Information and Resources on ADHD and Related Topics
- Resources for Managing Behavior and Self-Regulation Interventions
- Research-Based Resources Related to Teaching and Learning
- Resources Regarding Special Education, IEPs, Disability Rights, and RTI
- Fun and Educational Websites and More
- Appendix: Charts, Forms, and Visual Prompts
- Index
- EULA
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