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Teaching teens with ADD, ADHD & executive function deficits : a quick reference guide for teachers and parents / by Chris A. Zeigler Dendy.

By: Contributor(s): Material type: TextTextPublication details: Bethesda, MD : Woodbine House, ©2011.Edition: 2nd ed., rev. and expandedDescription: xxi, 376 pages : illustrations ; 28 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781606130162
  • 1606130161
Subject(s): Genre/Form:
Contents:
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.
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?
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.
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.
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?
Holdings
Item type Home library Collection Call number Materials specified Status Date due Barcode Item holds
Children's Book Children's Book Main Library Parent/Teacher Resource Collection-Children's 371.94 Z46 Available 33111009326790
Total holds: 0

Enhanced descriptions from Syndetics:

Thousands of teachers and parents have relied on the authoritative, concise information in Teaching Teens with ADD, ADHD, & Executive Function Deficits for advice on meeting the educational, medical, and social needs and challenges of adolescents with these conditions. This updated edition provides more than 80 summaries (annotated checklists for easy consumption) chock full of new information on research, teaching strategies, education law, executive functioning, social skills, and medication. A well-known expert on attention deficit disorders and related conditions and the author of the highly acclaimed Teenagers with ADD and ADHD, Chris Dendy is encouraging to educators about the challenges of teaching and managing behavior, while reminding them that attention issues are due to problems in the brain that students can't control. Summaries fall into these important categories: The Basics of ADD & ADHD; Academic and Learning Issues; Executive Function and Organizational Skills; Federal Laws; Medication Issues; Managing Behaviors; Going the Extra Mile.

Revised edition of: Teaching teens with ADD and ADHD / Chris A. Zeigler Dendy. 2000.

Includes bibliographical references and index.

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.

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?

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.

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.

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?

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