By Sandra F. Rief
Sandra Rief deals myriad real-life case reports, interviews, and scholar intervention plans for kids with ADD/ADHD. furthermore, the e-book includes top educating practices and numerous ideas for boosting school room functionality for every type of students.This valuable source deals confirmed feedback for: enticing scholars' consciousness and lively participation conserving scholars on-task and efficient combating and handling behavioral difficulties within the lecture room Differentiating guide and addressing scholars' different studying kinds development a partnership with parentsand even more.
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Additional resources for How To Reach And Teach Children with ADD/ADHD: Practical Techniques, Strategies, and Interventions
At 317-572-3986, or fax 317-572-4002. 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. About the Author Sandra F. , is a leading educational consultant, author, and speaker on effective strategies and interventions for helping students with learning, attention, and behavioral challenges. Sandra presents seminars, workshops, and keynotes nationally and internationally on this topic. A. A. degrees from the University of Illinois.
Up to 58 percent have failed at least one grade in school, and at least three times as many teens with ADHD as those without ADHD have failed a grade, been suspended, or been expelled from school (Barkley, 2000b). For at least half of children with ADHD, social relationships are seriously impaired (Barkley, 2000b). Within their first two years of independent driving, adolescents with a diagnosis of ADHD have nearly four times as many auto accidents and three times as many citations for speeding as young drivers without ADHD (Barkley, Murphy, & Kwasni, 1996).
Those written in italics are the behaviors that are listed in the DSM-IV and DSM-IV-TR. Characteristics and Symptoms of Inattention (That Occur Often) Easily distracted by extraneous stimuli (sights, sounds, movement in the environment) Does not seem to listen when spoken to directly Difficulty remembering and following directions Difficulty sustaining attention in tasks and play activities Difficulty sustaining level of alertness to tasks that are tedious, perceived as boring, or not of one’s choosing Forgetful in daily activities Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions) Tunes out—may appear “spacey” Daydreams (thoughts are elsewhere) Appears confused Easily overwhelmed Difficulty initiating or getting started on tasks Does not complete work, resulting in many incomplete assignments Avoids, dislikes, or is reluctant to engage in tasks requiring sustained mental effort (such as schoolwork or homework) Difficulty working independently—needs high degree of refocusing attention to task Gets bored easily Sluggish or lethargic (may fall asleep easily in class) Fails to pay attention to details and makes many careless mistakes (with math computation, spelling, written mechanics—capitalization, punctuation) Poor study skills Inconsistent performance—one day is able to perform a task, the next day cannot; the student is “consistently inconsistent” Loses things necessary for tasks or activities (toys, school assignments, pencils, books, or tools) Disorganized—misplaces or loses belongings; desks, backpacks, lockers, and rooms may be total disaster areas Difficulty organizing tasks and activities (planning, scheduling, preparing) Little or no awareness of time—often underestimates length of time a task will require to complete Procrastinates Displays weak executive functions as described below in this section Academic Difficulties Related to Inattention Reading: Loses his or her place when reading Cannot stay focused on what he or she is reading (especially if text is difficult, lengthy, boring, not choice reading material), resulting in missing words, details, and spotty comprehension Forgets what he or she is reading (limited recall) and needs to reread frequently Writing: Difficulty planning and organizing for the writing assignment Off topic as result of losing train of thought Minimal written output and production Slow speed of output/production—taking two or three times longer to execute on paper what is typical for the average child/teen that age or grade Poor spelling, use of capitalization/punctuation, and other mechanics, ability to edit written work (as a result of inattention to these boring details) Math: Numerous computational errors because of inattention to operational signs (+,–,×,÷), decimal points, and so forth Poor problem solving due to inability to sustain the focus to complete all steps of the problem with accuracy The Predominantly Hyperactive-Impulsive Type of ADHD Those individuals with this type of ADHD have a significant number of hyperactive/impulsive symptoms; they may have some, but not a significant number of inattentive symptoms.