'\"It is both a pleasure and a privilege to provide this strong and unequivocal endorsement of so informative and consumer-friendly a book as this one. Grounded in the latest science of ADHD, filled with exceptionally detailed advice . . . parents and educators will find this book to be exceptionally useful in raising a successful ADHD child.\"
--Russell A. Barkley, Ph.D., professor of psychiatry, Medical University of South Carolina, and author, Taking Charge of ADHD
\"For over a decade, Sandra Rief’s How to Reach and Teach Children with ADD/ADHDhas been the most definitive and user-friendly ‘go-to’ guide for teachers and parents eager to help children with ADHD succeed in school, home, and life overall. Now updated with the latest research findings from the last ten years, this book outstrips even the original. Unlike so many other volumes, this book is hands-on, well-organized, extremely readable, and full of the kind of wise, practical advice that only comes from someone who has been there (and continues to be there!) helping teachers, parents, children, and youth struggling with ADHD. I especially like the focus on different ages, school settings, and subjects. My highest recommendation for this book, and my greatest praise for Sandra making this invaluable resource available!\"
--Peter S. Jensen, M.D., director, Center for the Advancement of Children’s Mental Health and Ruane Professor of Child Psychiatry at Columbia University
\"Sandra Rief is one of the most astute as well as compassionate voices in the world about ADHD. She really gets it, and this book will give you what she gets. A wonderful contribution and valuable, practical resource for all teachers, parents, and clinicians.\"
--Edward Hallowell, M.D., author, When Your Worry About the Child You Loveand coauthor, Driven to Distraction
\"This valuable resource should be at every teacher’s fingertips! Sandra Rief offers current research-based strategies and information on ADHD that are a must read for every educator.\"
--Ellen Stantus, special education director, Davis School District, Farmington, Utah
\"This book not only addresses the latest research on this neuro-biological difference, but goes further by offering creative strategies for home and school in order to help these students reach their full potential. As always, Sandra Rief fills her book with what to do about it.\"
--Jill Murphy, special educator, ADHD life skills and academic coach, ADD Resources Parent Support, and mother of two children with ADD/ADHD, Bonney Lake, Washington'
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.
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.
How to Avoid Behavioral Problems.
Time-outs and time-aways.
The personal connection.
Appropriate behavior modeling.
What Should I do About?
An Interview with Steve.
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.
An Interview With John.
SWCTION 9: Multisensory Instruction.
Visual and Tactile.
An Interview With Brita.
SECTION 10: Language Arts Strategies.
Graphic Organizes and Other Meaning-Making Strategies.
"Beyond" Activities and Book Projects.
Oral Reading Strategies.
Problems ADD/ADHD Students May Have With Reading.
An Interview With Malinda.
SECTION 11: Written Language Strategies.
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.
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.
Yoga and Slow Movement Exercises.
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.
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.
Structuring the School Day.
Schedules and Consistency.
Behavior Management Techniques in Kindergarten.
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?
Studying the child.
Behavior modification, monitoring, and reward systems.
Children Who Want Your Attention and Need to Wait.
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.
Response Opportunities— Keeping Them Engaged and Focused.
Trust Building and Connecting with the Child.
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.
Addressing student behavior issues.
Getting students to know one another.
Staff development plans.
An Interview With Amy.
SECTION 23: Actual Case Studies With Intervention Plans.
Case Study A: Steven (An ADD Student With Extreme Hyperactivity).
Case Study B: Randy (An ADD Student Without Hyperactivity).
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.
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.
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?
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).
Teaching staff and students.
Other special "key" features.
A pioneering approach.
The Mentor Program.
Mentor program field experience.
Benefits of the mentor program.
The Role of Parents.
SECTION 30: Child Advocacy: Going the Extra Mile.
The Human Factor.
BIBLIOGRAPHY AND RECOMMENDED RESOURCES.
Articles and Books.
National Groups and Associations for Support.