MARC details
| 000 -LEADER |
|---|
| fixed length control field |
09155cam a22004334i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
ocn693810665 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190305191009.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
110218s2011 mdua bf 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2011006833 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
BTCTA |
| -- |
CDX |
| -- |
IG# |
| -- |
VP@ |
| -- |
YDXCP |
| -- |
BDX |
| -- |
LHU |
| -- |
OCLCF |
| -- |
CSA |
| -- |
BDO |
| -- |
OCLCQ |
| -- |
YT6 |
| -- |
JDP |
| -- |
OCLCQ |
| -- |
OCLCO |
| -- |
NFG |
| 019 ## - |
|---|
| -- |
815148466 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781606130162 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1606130161 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)693810665 |
| Canceled/invalid control number |
(OCoLC)815148466 |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 092 ## - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) |
|---|
| Classification number |
371.94 |
| Item number |
Z46 |
| 049 ## - LOCAL HOLDINGS (OCLC) |
|---|
| Holding library |
NFGA |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Zeigler Dendy, Chris A., |
| Relator term |
author. |
| 9 (RLIN) |
390943 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Teaching teens with ADD, ADHD & executive function deficits : |
| Remainder of title |
a quick reference guide for teachers and parents / |
| Statement of responsibility, etc |
by Chris A. Zeigler Dendy. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
2nd ed., rev. and expanded. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Bethesda, MD : |
| Name of publisher, distributor, etc |
Woodbine House, |
| Date of publication, distribution, etc |
©2011. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxi, 376 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
28 cm |
| 336 ## - CONTENT TYPE |
|---|
| Content Type Term |
text |
| Content Type Code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media Type Term |
unmediated |
| Media Type Code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier Type Term |
volume |
| Carrier Type Code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Revised edition of: Teaching teens with ADD and ADHD / Chris A. Zeigler Dendy. 2000. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Section 1: The Basics -- Summary 1: What every teacher must know about ADD and ADHD! -- Summary 2: ADD and ADHD are neurobiological disorders -- Summary 3: Neurotransmitters can make or break a good day at school -- Summary 4: The ADD/ADHD iceberg -- Summergy 5: Official diagnostic criteria for Ad/HD: the DSM -- Summary 6: Diagnosis of ADD or ADHD in adolescence -- Summary 7: Common myths about ADD and ADHD: fact vs. fiction -- Summary 8: Differences between students with ADD and ADHD -- Summary 9: Girls with ADD or ADHD -- Summary 10: Gifted students with ADD or ADHD -- Summary 11: Increased national attention focused on ADD and ADHD -- Section 2: The Link Between ADD/ADHD, Executive Function Deficits, and Academic Performace: Written Expression, Complex Math, Memorization, Reading Comprehension -- Summary 12: Impact of executive function deficits on academics and behavior -- Summary 13: Learning problems commonly associated with ADD and ADHD -- Summary 14: Brain-based learning strategies -- Summary 15: Learning styles -- Summary 16: General teaching tips -- Summary 16-A: Modify teaching methods and resources to enhance attention and learning -- Summary 16-B: Modify assignments -- Summary 16-C: Modify testing and grading -- Summary 16-D: Modify supervision and structure -- Summary 16-E: Use regular and assistive technology -- Summary 17: Common problems with written expression -- Summary 18: Improving written expression -- Summary 19: Writing an Essay -- Summary 20: Other written assignments -- Summary 21: Common Math Difficulties -- Summary 22: General Tips for Mastering Math -- Summary 23: Challenging Middle and High School Math Skills -- Summary 24: Math Games -- Summary: 25: Strategies for improving memory and reading comprehension. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Section 3: The Impact of ADD and ADHD and Executive Function Deficits on Essential Related Academic Skills: Getting Started, Finishing, Organizing, Completing Homework and Long-Term Projects, Processing Information, Managing Time, and Planning Ahead -- Summary 26: Problematic behaviors linked to executive skills deficits: tips for eliminating school failure -- Summary 27: What is "good homework" for students with ADD or ADHD? -- Summary 28: Helping parents cope with homework -- Summary 29: Homework tips for parents -- Summary 30: Disorganization -- Summary 31: Impaired working memory and forgetfulness -- Summary 32: Impaired sense of time/Impatience -- Summary 33: The ADD/ADHD window on time -- Summary 34: Time management and ADD/ADHD -- Summary 35: Teaching time management -- Summary 36: Putting time management to work: long-term project completion -- Summary 37: A project graphic organizer -- Summary 38:Weekly project organizer -- Summary 39: Using weekly reports to ensure completion of schoolwork -- Summary 40: Ensuring parents receive the weekly report -- Summary 41: Coping with Executive Function deficits -- Section 4: Federal Laws Governing the Education of Students with ADD/ADHD -- Summary 42: 17 frequently asked questions about ADD, ADHD, and education law -- Summary 43: Overview of IDEA: a federal education law -- Summary 44: Impact of IDEA and its revisions on students with ADD or ADHD -- Summary 45: Disciplinary issues under IDEA -- Summary 46: Reasonable accommodations: 1991 US DOE/OCR ADD/ADHD policy memo -- Summary 47: What is Other Health Impairment (OHI) -- Summary 48: Sample diagnostic report -- Summary 49: Federal civil rights laws: section 504 and ADA -- Summary 50: The ADHD/SLD connection: Specific Learning Disabilities (SLD) -- Summary 51: Writing an Individualized Education Program (IEP) for students with ADD or ADHD -- Summary 52: Accommodations and strategies for coping with ADD/ADHD behaviors -- Summary 53: Transition planning: after high school, what next? -- Summary 54: First steps: what to do when a student is struggling in class? -- Summary 55: So the student is failing: what should the teacher do now? |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Section 5: Medication Issues -- Summary 56: Common medications for treating ADD and ADHD -- Summary 57: What improvements should I see in students who take stimulant medication? -- Summary 58: Action of stimulant medications: regular vs. sustained-release (SR) forms -- Summary 59: What educators need to know about medication: a summary -- Summary 60: Medication effectiveness at school -- Summary 61: Student comments about medication -- Section 6: Classroom Management and Challenging Behaviors -- Summary 62: Classroom Management -- Summary 63: Teaching strategies that affect behavior -- Summary 64: Teacher actions that escalate or de-escalate problem situations -- Summary 65: Behavioral strategies for helping students with ADD and ADHD -- Summary 66: "Shaping" behavior (successive approximation) -- Summary 67: Tips for avoiding confrontations -- Summary 68: Positive behavior supports: functional behavior assessments and behavior intervention plans -- Summary 69: Self-management and study skills strategies -- Summary 70: Social skills -- Summary 71: Coaching students with ADD or ADHD -- Summary 72: Conflict resolution -- Summary 73: Peer mediation -- Summary 74: Violence prevention programs -- Summary 75: Anger management -- Section 7: Going the Extra Mile for Students with ADD or ADHD -- Summary 76: Valuing students with ADD or ADHD -- Summary 77: Reframe: building on strengths -- Summary 78: When teens continue to struggle in school: finding problems hidden beneath the surface -- Summary 79: When parents don't believe it's ADD or ADHD -- Summary 80: Working with a teenager who doesn't take medication -- Summary 81: Tough questions and comments from teachers. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix A: Blank Forms -- A1: The ADD/ADHD iceberg chart -- A2: Essay organizer ("mind map") -- A3: Student outline for writing an essay -- A4: Academic contract -- A5: Student goal setting contract -- A6: Survey: "what helps me study best at home?" -- A7: Project graphic organizer -- A8: Weekly project planner -- A9: Medication effectiveness at school: teacher rating -- A10: Medication effectiveness at school: student rating -- A11: Reframing ADD/ADHD behaviors -- Appendix B: Additional Information -- B1: Writing a three-part essay -- B2: Menu of classroom accommodations -- B3: IEP transition services -- B4: Functional behavior assessments (FBA): common behaviors -- Index. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
39: Using weekly reports to ensure completion of schoolwork -- Summary 40: Ensuring parents receive the weekly report -- Summary 41: Coping with Executive Function deficits -- Section 4: Federal Laws Governing the Education of Students with ADD/ADHD -- Summary 42: 17 frequently asked questions about ADD, ADHD, and education law -- Summary 43: Overview of IDEA: a federal education law -- Summary 44: Impact of IDEA and its revisions on students with ADD or ADHD -- Summary 45: Disciplinary issues under IDEA -- Summary 46: Reasonable accommodations: 1991 US DOE/OCR ADD/ADHD policy memo -- Summary 47: What is Other Health Impairment (OHI) -- Summary 48: Sample diagnostic report -- Summary 49: Federal civil rights laws: section 504 and ADA -- Summary 50: The ADHD/SLD connection: Specific Learning Disabilities (SLD) -- Summary 51: Writing an Individualized Education Program (IEP) for students with ADD or ADHD --Summary 52: Accommodations and strategies for coping with ADD/ADHD behaviors -- Summary 53: Transition planning: after high school, what next? -- Summary 54: First steps: what to do when a student is struggling in class? -- Summary 55: So the student is failing: what should the teacher do now? |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Attention-deficit-disordered youth |
| General subdivision |
Education (Secondary) |
| Form subdivision |
Handbooks, manuals, etc. |
| 9 (RLIN) |
390944 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Attention-deficit hyperactivity disorder |
| Form subdivision |
Handbooks, manuals, etc. |
| 9 (RLIN) |
390945 |
| 655 #7 - INDEX TERM--GENRE/FORM |
|---|
| Genre/form data or focus term |
Handbooks and manuals. |
| Source of term |
lcgft |
| 9 (RLIN) |
8873 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Zeigler Dendy, Chris A. |
| Title of a work |
Teaching teens with ADD and ADHD. |
| 9 (RLIN) |
390946 |
| 994 ## - |
|---|
| -- |
C0 |
| -- |
NFG |
