The ADD / ADHD Checklist E-Book

Sandra F. Rief

• Herausgeber: John Wiley & Sons
• Kategorie: Ratgeber
• Serie: J-B Ed: Checklist
• Sprache: Englisch
• Veröffentlichungsjahr: 2008

Seitenzahl: 403

Beschreibung

The bestselling guide, fully revised and updated, offering practical information and tips to help every child with ADHD succeed The ADD/ADHD Checklist helps parents and teachers to better understand children and teenagers with attention problems and provide the kind of support and intervention that is crucial to kids' success. Presented in a concise, easy-to-read checklist format, the book is packed with practical advice and information on a wide range of topics, including what we do and don't know about ADHD, probable causes, critical elements for school success, the most commonly prescribed medications, what children with ADHD need at home, effective behavioral strategies, how to help kids stay organized, and advocating for an ADHD child.

Leseprobe

Table of Contents

Title Page

Copyright Page

Preface

Dedication

The Authors

SECTION ONE - Basic Information on ADHD

1.1 ADD, ADHD, AD/HD: WHAT’S THE DIFFERENCE?

1.2 DEFINITIONS AND DESCRIPTIONS OF ADHD

1.3 RISK FACTORS ASSOCIATED WITH ADHD

1.4 BEHAVIORAL CHARACTERISTICS OF ADHD

1.5 ADHD AND THE EXECUTIVE FUNCTIONS

1.6 WHAT WE DO AND DO NOT YET KNOW ABOUT ADHD

1.7 ADHD AND COEXISTING CONDITIONS AND DISORDERS

1.8 POSSIBLE CAUSES OF ADHD

1.9 ADHD LOOK-ALIKES

1.10 GIRLS WITH ADHD

1.11 MAKING THE DIAGNOSIS: A COMPREHENSIVE EVALUATION FOR ADHD

1.12 MULTIMODAL TREATMENT FOR ADHD

1.13 MEDICATION TREATMENT FOR ADHD

1.14 BEHAVIORAL TREATMENT AND MANAGEMENT OF ADHD

1.15 WHAT TEACHERS AND PARENTS NEED TO KNOW ABOUT MEDICATION

1.16 THE IMPACT OF ADHD ON THE FAMILY

1.17 THE IMPACT OF ADHD ON SCHOOL SUCCESS

1.18 CRITICAL ELEMENTS FOR SCHOOL SUCCESS

1.19 POSITIVE TRAITS COMMON IN MANY CHILDREN AND ADULTS WITH ADHD

1.20 EDUCATIONAL RIGHTS FOR STUDENTS WITH ADHD

SECTION TWO - Checklists for Parents

2.1 WHAT CHILDREN AND TEENS WITH ADHD NEED FROM PARENTS

2.2 POSITIVE AND EFFECTIVE DISCIPLINE

2.3 PREVENTING BEHAVIOR PROBLEMS AT HOME

2.4 PREVENTING BEHAVIOR PROBLEMS OUTSIDE THE HOME

2.5 COPING AND DEALING WITH YOUR CHILD’S CHALLENGING BEHAVIORS

2.6 REWARDS AND POSITIVE REINFORCERS FOR HOME

2.7 FOLLOWING DIRECTIONS AND INCREASING COMPLIANCE: TIPS FOR PARENTS

2.8 ENVIRONMENTAL MODIFICATIONS AT HOME

2.9 WHAT PARENTS CAN DO TO HELP WITH ORGANIZATION

2.10 WHAT PARENTS CAN DO TO HELP WITH TIME MANAGEMENT

2.11 HOMEWORK TIPS FOR PARENTS

2.12 PARENTING YOUR CHILD WITH ADHD: RECOMMENDED DO’S AND DON’TS

2.13 SUPPORTS AND TRAINING PARENTS NEED

2.14 BUILDING A POSITIVE RELATIONSHIP WITH THE SCHOOL

2.15 ADVOCACY TIPS FOR PARENTS

2.16 PLANNING AHEAD FOR THE NEXT SCHOOL YEAR

2.17 PURSUING AN EVALUATION FOR ADHD: RECOMMENDATIONS FOR PARENTS

SECTION THREE - Checklists for Teachers

3.1 PROACTIVE CLASSROOM MANAGEMENT

3.2 PREVENTING BEHAVIOR PROBLEMS DURING TRANSITIONS AND CHALLENGING TIMES OF ...

3.3 TIPS FOR GIVING DIRECTIONS AND INCREASING STUDENT COMPLIANCE

3.4 MANAGING CHALLENGING BEHAVIOR

3.5 REWARDS AND POSITIVE REINFORCERS FOR SCHOOL

3.6 ENVIRONMENTAL SUPPORTS AND ACCOMMODATIONS IN THE CLASSROOM

3.7 GETTING AND FOCUSING STUDENTS’ ATTENTION

3.8 MAINTAINING STUDENTS’ ATTENTION AND PARTICIPATION

3.9 KEEPING STUDENTS ON TASK DURING SEAT WORK

3.10 STRATEGIES FOR INATTENTIVE, DISTRACTIBLE STUDENTS

3.11 COMMUNICATING WITH PARENTS: TIPS FOR TEACHERS

3.12 HOMEWORK TIPS FOR TEACHERS

3.13 WHAT TEACHERS CAN DO TO HELP WITH ORGANIZATION

3.14 WHAT TEACHERS CAN DO TO HELP WITH TIME MANAGEMENT

3.15 ADAPTATIONS AND MODIFICATIONS OF ASSIGNMENTS

3.16 ADAPTATIONS AND MODIFICATIONS OF MATERIALS

3.17 TESTING ADAPTATIONS AND SUPPORTS

3.18 IF YOU SUSPECT A STUDENT HAS ADHD

SECTION FOUR - Academic Strategies for Home and School

4.1 COMMON READING DIFFICULTIES

4.2 READING STRATEGIES AND INTERVENTIONS

4.3 MATH DIFFICULTIES RELATED TO ADHD AND LEARNING DISABILITIES

4.4 MATH STRATEGIES AND INTERVENTIONS

4.5 WHY WRITING IS A STRUGGLE

4.6 STRATEGIES TO HELP WITH PREWRITING: PLANNING AND ORGANIZING

4.7 STRATEGIES FOR COMPOSITION AND WRITTEN EXPRESSION

4.8 STRATEGIES FOR REVISING AND EDITING

4.9 MULTISENSORY SPELLING STRATEGIES

4.10 IMPROVING HANDWRITING AND THE LEGIBILITY OF WRITTEN WORK

4.11 STRATEGIES FOR BYPASSING AND ACCOMMODATING WRITING DIFFICULTIES

SECTION FIVE - Other Important Checklists for Parents and Teachers

5.1 THE TEAM APPROACH

5.2 MEMORY STRATEGIES AND ACCOMMODATIONS

5.3 RELAXATION STRATEGIES, VISUALIZATION, EXERCISE, AND MORE

5.4 ADHD AND SOCIAL SKILLS INTERVENTIONS

5.5 ADHD IN YOUNG CHILDREN

5.6 ADHD IN ADOLESCENTS

5.7 WEB RESOURCES TO UNDERSTAND AND SUPPORT CHILDREN WITH ADHD AND RELATED DISORDERS

5.8 BOOKS AND OTHER RESOURCES BY SANDRA RIEF

Index

Copyright © 2008 by Sandra F. Rief. All rights reserved.

Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone].

Jossey-Bass also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

Library of Congress Cataloging-in-Publication Data

eISBN : 978-0-470-43258-7

1. Attention-deficit-disordered children—Popular works. 2. Attention-deficit-disordered children—Education. 3. Attention-deficit-disordered children—Behavior modification. I. Title. RJ506.H9R54 2008 618.92’8589—dc22 2008006603

Preface

Approximately 5 to 9 percent of school-age children in the United States have attention deficit disorders. Every classroom teacher most likely has at least one or two students with ADHD in his or her classroom each year, and these educators need to understand the nature of the disorder, as well as the most effective strategies for reaching and teaching these students.

To make well-informed decisions on how to best help their son or daughter, parents of children with ADHD must learn as much as they can about the disorder and research-validated treatments. They must also be equipped with the skills and strategies that help in managing their child’s ADHD symptoms and often challenging behaviors.

It is often not easy to live with or teach a child who has ADHD. The better we understand this disorder, the more tolerant, empathetic, and empowered we all will be to help.

The purpose of this book is to help parents and teachers gain insights into and better understanding of children and teenagers with ADHD, as well as the support and intervention that will help them succeed. Although the book is primarily written for parents and teachers, many others interested in children and teens with ADHD (physicians, mental health professionals, other school personnel, and relatives, for example) should find the information useful as well. Most of the book focuses on specific strategies, supports, and interventions that have been found to be effective in minimizing the typical problems associated with ADHD and helping these children and teens achieve their potential.

This new edition of my original ADD/ADHD Checklist, first published in 1998, has been completely updated with the most current information on the disorder. It is designed in a simple, concise, user-friendly format of checklists that address a number of topics. The checklists are divided into five sections.

Section One provides general information about the disorder, its likely causes, common coexisting conditions, and the diagnosis and treatment of ADHD—what most experts in the field believe about it, based on the scientific evidence available at this time. It also includes information about educational rights for students with ADHD.

Section Two is specifically for parents. It looks at topics that are relevant to managing ADHD behavior at home and in other settings, how to pursue an evaluation for ADHD, and strategies for homework, organization skills, and other areas for helping their children to be successful at school as well.

Section Three is geared toward teachers, with checklists on classroom strategies, supports, and accommodations (behavioral, instructional, and environmental). Teachers should note that the strategies suggested in this section are beneficial for all students, not just those with ADHD.

Section Four offers information about common academic difficulties in students with ADHD. It also provides a host of strategies, supports, and accommodations in the areas of reading, math, and written language that both teachers and parents can use to help strengthen their children’s skills and boost academic achievement.

Section Five contains other important information on ADHD, such as boosting memory, relaxation, exercise, and other self-regulation strategies, and social skill interventions. It also contains specific information and strategies related to ADHD in early childhood and in adolescence, as well as several recommended resources.

I learned a number of the strategies and recommendations in this book from my many wonderful students with ADHD, their families, and my colleagues in my twenty-three years of teaching. In addition, during my consulting in schools, speaking engagements, and training, I have had the extraordinary privilege of observing hundreds of classrooms and working with scores of educators and other practitioners across the United States and internationally. I am grateful to them all and awed by their dedication and commitment.

It is always preferable to be able to identify children with ADHD or any other special needs early, initiating interventions and supports at a young age in order to avoid some of the frustration, failure, and subsequent loss of self-esteem. However, it is never too late to help. Fortunately, we know a lot from the enormous amount of research about the interventions that are effective in managing ADHD. Also, in many cases, the kind of help that makes a difference does not take a huge effort. For example, awareness of and simple changes in structuring the environment or responding to the child’s behaviors can lead to significant improvements. If I am able to convey any message throughout this book, I wish for it to be one of hope and optimism. When we (parents, teachers and other school professionals, and clinicians) work together—providing intervention, appropriate strategies, encouragement, and support—every child can succeed.

Although I am maintaining the use of ADD/ADHD in the book’s title (as in the first edition), I have chosen throughout the rest of this book to refer to this disorder as just ADHD, which is the way it is currently best known. Checklist 1.1 explains the differences in terminology. Please be aware that all references to ADHD encompass all types of the disorder.

June 2008San Diego, California

Sandra F. Rief

In memory of my beloved son, Benjamin, and to all of the children who face obstacles in their young lives each day with loving, trusting hearts, determination, and extraordinary courage

My deepest thanks and appreciation to

• My precious, loving family: Itzik, Ariel, Jackie, Jason, Daniella, Sharon, and Gil

• All of the wonderful educators, doctors, and families of children with ADHD who have shared their insights and ideas with me over the years and have been an inspiration

• The extraordinary parents (especially the wonderful volunteers in CHADD and other organizations worldwide) whose tireless efforts have raised awareness about ADHD and as a result have improved the care and education of our children

• My editor, Margie McAneny, and the great team at Jossey-Bass.

The Authors

Sandra Rief, M.A., is an internationally known speaker, teacher trainer, educational consultant, and author. Her areas of focus include effective strategies and interventions for helping students with learning, attention, and behavioral challenges. Sandra is a popular presenter at seminars and workshops for educators, and keynotes nationally and internationally on the topics of ADHD and learning disabilities.

Previously an award-winning teacher with over twenty-three years’ experience in the classroom, Sandra is the author of several popular books including How to Reach and Teach Children with ADD/ ADHD, Second Edition; The ADHD Book of Lists; How to Reach and Teach All Children in the Inclusive Classroom, Second Edition (coauthored with Julie A. Heimburge); and How to Reach and Teach All Children Through Balanced Literacy (coauthored with Julie A. Heimburge)

Sandra also developed and presented these acclaimed educational videos: ADHD & LD: Powerful Teaching Strategies and Accommodations; How to Help Your Child Succeed in School: Strategies and Guidance for Parents of Children with ADHD and/or Learning Disabilities; ADHD: Inclusive Instruction and Collaborative Practices, and together with Linda Fisher and Nancy Fetzer, the videos Successful Classrooms: Effective Teaching Strategies for Raising Achievement in Reading and Writing and Successful Schools: How to Raise Achievement & Support “At-Risk” Students.

Sandra is an instructor for continuing education courses offered through California State University, East Bay, and Seattle Pacific University. For more information, visit her Web site at www.sandrarief.com.

SECTION ONE

Basic Information on ADHD

1.1 ADD, ADHD, AD/HD: WHAT’S THE DIFFERENCE?

• AD/HD stands for Attention Deficit/Hyperactivity Disorder. Sometimes it is written with the slash mark (AD/HD) and sometimes without (ADHD). This is the current and official term that is used when referring to this disorder, and it is the umbrella term for the three types of AD/HD: the Predominantly Inattentive type (AD/HD-I), the Predominantly Hyperactive and Impulsive type (AD/HD-HI), and the Combined type (AD/HD-C). Most people diagnosed with ADHD have the combined type of the disorder with significant symptoms in inattention, impulsivity, and hyperactivity.

• ADD stands for Attention Deficit Disorder and has been a term associated with this disorder for many years. Many people use ADD interchangeably with ADHD when referring to all types of the disorder, and it is also the term of choice by many when referring to the Predominantly Inattentive type of ADHD, that is, individuals without hyperactivity.

• The federal special education law (Individuals with Disabilities Education Act, IDEA) regulations that govern educational rights of children with disabilities refer to both ADD and ADHD among the “other health impairments” that may qualify a student for special education and related services (if they meet all of the other eligibility criteria).

• It is likely that there will be changes in the name and abbreviation of this disorder (or among some types of the disorder) in the future.

• Throughout the remainder of this book, I just use ADHD (without the slash mark), which is inclusive of all three types.

1.2 DEFINITIONS AND DESCRIPTIONS OF ADHD

There are several descriptions or definitions of ADHD based on the research evidence and most widely held belief of the scientific community at this time, including the following from leading experts and researchers in the field: