LEADER 05990nam 2200517 a 450 001 9910820589403321 005 20240402174851.0 010 $a1-4522-9421-6 010 $a1-4522-1001-2 010 $a1-4416-5371-6 035 $a(CKB)2560000000013218 035 $a(EBL)1463431 035 $a(MiAaPQ)EBC1463431 035 $a(EXLCZ)992560000000013218 100 $a20061018d2007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeaching young children with ADHD $esuccessful strategies and practical interventions for preK-3 /$fRichard A. Lougy, Silvia L. DeRuvo, David Rosenthal 205 $aFirst edition. 210 1$aThousand Oaks, California :$cCorwin Press,$dc2007. 215 $a1 online resource (208 pages) 300 $aDescription based upon print version of record. 311 $a1-4129-4160-1 320 $aIncludes bibliographical references (p. 175-181) and index. 327 $aYes, ADHD is a real disorder! -- Myth or fact? -- Diagnostic criteria -- Manifestations of ADHD -- Prevalence of ADHD -- Recognizing and understanding ADHD in young children -- What causes ADHD? -- Creating an optimal learning environment -- Summary -- Recognizing ADHD : primary symptoms and common impairments -- Inattention -- Hyperactivity -- Impulsivity -- Other behaviors often seen in children with ADHD -- Impairments in executive functioning -- Temperament and ADHD -- Summary -- Developing and reinforcing appropriate social skills -- Preschool and elementary school as the training ground -- What are social skills and why are they so important? -- Social skills development -- Strategies that support social skills development -- Five problem-solving areas that challenge children with ADHD -- Suggestions for reinforcing appropriate social behaviors -- Challenging settings for children with ADHD -- Summary -- Help, this kid is driving me crazy! : proactive classroom management and positive behavior supports -- Developing a personal philosophy of behavior management -- Analyzing behavior -- Putting the strategies to practice -- Summary -- How do i teach this kid? classroom strategies to support all learners -- Classroom success is possible -- Treating children with ADHD fairly -- Defining the objective of the lesson -- The differentiated classroom -- Making appropriate accommodations -- Beyond accommodations and interventions : the special education referral -- Learning disabilities -- Other health impaired -- Summary -- Why is writing so hard? specific strategies to develop writing skills -- Why writing is so hard -- Teaching early writing -- Analyzing writing tasks -- Scaffolds for writing success -- The dreaded book report! -- The even more dreaded written report -- Summary -- What teachers should know about medication -- What medications are most commonly used to treat ADHD? -- What changes can I expect to see with my students on stimulants? -- Do stimulants cure ADHD? how do these medicines work? -- How long does a child with ADHD need to be on medication before it works? -- How will I know if my student is overmedicated? -- If the medicine works, does that confirm that the diagnosis of ADHD is correct? -- What are the possible side effects of stimulants that my student might experience? -- What information from teachers is helpful to doctors? -- Are stimulants addictive? -- Can stimulants lead to problems with abuse of other drugs? -- Are there particular kids who would be expected to do poorly on stimulants? -- Are there children who need to be on medication only at school? -- Are there problems with adverse drug interactions if a child is on a stimulant? -- I've heard that kids can become psychotic on stimulants. is it true? -- Can stimulants be used by children younger than age 5? -- My student used to do well on ritalin, but now it doesn't seem to work. What is going on? -- Are there any good natural remedies available for treating ADHD? -- One of my students is on prozac. Is this commonly used in young children with ADHD? -- Do medications help learning disabilities? -- One of my students is very defiant and oppositional. will medications help with this? -- Summary -- Communicating effectively with parents -- Parents: the most important resource -- Respect and acknowledge the challenges parents face -- Criticism is the least effective form for change -- ADHD as an "excuse" -- Helping parents separate enabling from supportive decisions -- When it seems a child might have ADHD -- When parents don't disclose that their child is taking medication -- Regular communication is critical -- Summary -- Taking care of yourself -- Recognizing the signs of stress -- Suggested ways to lower stress -- Resource A: Recognizing ADHD in preschool and primary grades : real profiles -- Resource B: Other disorders sometimes associated with ADHD -- Resource C: Childhood disorders and conditions that can mimic ADHD in young children -- Resource D: Recommended books for teachers -- Resource E: useful websites. 330 $aProvides teachers with an understanding of ADHD and how it manifests in young children, clarifying the what, why, and how of inclusive strategies that work. 606 $aChildren with attention-deficit hyperactivity disorder$xEducation 606 $aAttention-deficit hyperactivity disorder 606 $aEarly childhood education 615 0$aChildren with attention-deficit hyperactivity disorder$xEducation. 615 0$aAttention-deficit hyperactivity disorder. 615 0$aEarly childhood education. 676 $a371.9 700 $aLougy$b Richard A.$f1944-$01624822 701 $aDeRuvo$b Silvia L$01609382 701 $aRosenthal$b David K.$f1958-$01624823 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910820589403321 996 $aTeaching young children with ADHD$93960012 997 $aUNINA