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ADD/ADHD alternatives in the classroom [[electronic resource] /] / Thomas Armstrong
| ADD/ADHD alternatives in the classroom [[electronic resource] /] / Thomas Armstrong |
| Autore | Armstrong Thomas |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Alexandria, Virginia : , : Association for Supervision and Curriculum Development, , c1999 |
| Descrizione fisica | vii, 126 pages |
| Soggetto topico |
Children with attention-deficit hyperactivity disorder - Education
Attention-deficit hyperactivity disorder |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Title Page -- Copyright -- Table of Contents -- Preface -- Part 1: Limitations-and Assumptions-of the ADD/ADHD Paradigm -- Assumption 1: ADD/ADHD is a biological disorder. -- Assumption 2: The primary symptoms of ADD/ADHD are hyperactivity, distractibility, and impulsivity. -- Assumption 3: ADD/ADHD affects from 3 to 5 percent of all children. -- Assumption 4: ADD/ADHD can be diagnosed through medical exams, observations, rating scales, performance tasks, and psychological tests. -- Assumption 5: The most effective approach for treating ADD/ADHD involves the administration of psychostimulants such as Ritalin. -- Assumption 6: Many children will continue to have ADD/ADHD throughout their lives. -- Assumption 7: A child can have ADD/ADHD and also have other disorders. -- Part 2: Alternatives to the ADD/ADHD Paradigm -- Historical Perspective -- Sociocultural Perspective -- Cognitive Perspective -- Educational Perspective -- Developmental Perspective -- Gender Differences Perspective -- Psychoaffective Perspective -- Toward a Holistic Paradigm -- Part 3: Strategies To Empower, Not Control, Kids Labeled ADD/ADHD -- Educational Strategies -- Cognitive Strategies -- Physical Strategies -- Affective Strategies -- Interpersonal Strategies -- Ecological Strategies -- Behavioral Strategies -- Biological Strategies -- Epilogue -- References -- Index -- About the Author -- Related ASCD Resources. |
| Record Nr. | UNINA-9910811164003321 |
Armstrong Thomas
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| Alexandria, Virginia : , : Association for Supervision and Curriculum Development, , c1999 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Attention deficit/hyperactivity disorder : a practical guide for teachers / / Paul Cooper and Katherine M. Bilton
| Attention deficit/hyperactivity disorder : a practical guide for teachers / / Paul Cooper and Katherine M. Bilton |
| Autore | Cooper Paul <1955-, > |
| Edizione | [Second edition, revised and updated.] |
| Pubbl/distr/stampa | London : , : David Fulton Publishers, , 2002 |
| Descrizione fisica | 1 online resource (113 pages) |
| Disciplina | 371.9/3 |
| Altri autori (Persone) | BiltonKatherine |
| Collana |
Resource materials for teachers.
Resource materials for teachers |
| Soggetto topico |
Hyperactive children - Education
Attention-deficit hyperactivity disorder Children with attention-deficit hyperactivity disorder - Education |
| ISBN |
1-138-17559-5
1-136-61311-0 0-203-46233-5 1-136-61312-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Dedication; Preface: how to use this book ; Introduction ; 1. What is AD/HD and where does it come from? ; 2. How do we know when it is AD/HD and not something else?; 3. What is distinctive about an educational perspective on AD/HD?; 4. Effective teaching for children with AD/HD: what should be done?; 5. Medication for AD/HD: can it be justified?; 6. But what about. . .? AD/HD and other issues; Appendix A: Diagnostic criteria; Appendix B: Glossary of AD/HD-related terms; Appendix C: Where to find help (Information, Assessment. Advocacy and Support Groups)
ReferencesIndex |
| Record Nr. | UNINA-9910826558303321 |
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Cooper Paul <1955-, >
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| London : , : David Fulton Publishers, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Flexible and focused : teaching executive function skills to individuals with autism and attention disorders / / Adel C. Najdowski, Psychology Department Pepperdine University Los, Angeles, CA, USA
| Flexible and focused : teaching executive function skills to individuals with autism and attention disorders / / Adel C. Najdowski, Psychology Department Pepperdine University Los, Angeles, CA, USA |
| Autore | Najdowski Adel C. |
| Pubbl/distr/stampa | London : , : Academic Press is an imprint of Elsevier, , 2017 |
| Descrizione fisica | 1 online resource |
| Disciplina | 371.94 |
| Soggetto topico |
Problem solving - Study and teaching
Executive functions (Neuropsychology) Autistic children - Education Children with attention-deficit hyperactivity disorder - Education |
| ISBN |
0-12-809834-1
0-12-809833-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Principles behind the lessons -- Self-awareness, inhibition, and self-management -- Attention -- Organization -- Problem solving, time management, and planning -- Working memory -- Emotional self-regulation and flexibility -- Troubleshooting. |
| Record Nr. | UNINA-9910583498503321 |
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Najdowski Adel C.
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| London : , : Academic Press is an imprint of Elsevier, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Helping kids and teens with ADHD in school : a workbook for classroom support and managing transitions / / Joanne Steer and Kate Horstmann ; illustrated by Jason Edwards
| Helping kids and teens with ADHD in school : a workbook for classroom support and managing transitions / / Joanne Steer and Kate Horstmann ; illustrated by Jason Edwards |
| Autore | Steer Joanne |
| Pubbl/distr/stampa | London, : Jessica Kingsley, 2009 |
| Descrizione fisica | 1 online resource (206 pages) |
| Disciplina | 371.94 |
| Altri autori (Persone) |
EdwardsJason
HorstmannKate |
| Soggetto topico |
Children with attention-deficit hyperactivity disorder - Education
Youth with attention-deficit hyperactivity disorder - Education |
| ISBN |
1-282-29749-X
9786612297496 1-84642-923-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Helping Kids and Teens with ADHD in School A Workbook for Classroom Support and Managing Transitions; Contents; CHAPTER 1 Welcome: An Introduction for Adults; The Big Issues; Turning Labels into Understanding; Find Your Inner ADHD; My To Do List; Five Things Everyone Needs to Know About Helping Young People with ADHD; Effective Communication; Reflections; CHAPTER 2 Getting Started; ADHD: Fact and Fiction; We Are All Unique; What the Others Say; Transition: A Trip Down Memory Lane; Transition: All Change!; You Are Not Alone!; Be the Expert; Transition: Private Investigator
Getting StartedADHD: Fact and Fiction Answer Sheet; Understanding ADHD; Transition to High School; Handover Summary Sheet For Transition; CHAPTER 3 Feeling Great! Self-Esteem; I Am...; I Am Cool!/I Love Me!/I Rock!; All About Me; Three Wishes; Be Your Hero; Compliments: The Family Challenge; The Family Challenge: How Did We Go?; Positive Self-Talk; I Can Do It! I've Already Done It; What Could I Do If...?; Feeling Great!; Feeling Great!; CHAPTER 4 Don't Miss A Thing! Attention and Concentration; Concentration: Good Times and Tough Times; The Impact Factor; My Distractions Concentration Tricks: SurveyTuning Back In: The Secret Code; Make a Fidget; Movement Breaks; Checklist Challenge; Exercise Planner; What Could I Do If...?; Don't Miss A Thing!; Don't Miss A Thing! Take Control of Your Surroundings; Figuring Out Fidgets; Don't Miss A Thing! Sensory Strategies; Don't Miss A Thing! Creating a Good 'Fit'; CHAPTER 5 Keeping Cool and Calm!; Stress Volcano; When I Get Stressed I...; Triggers of Stress; What Helps to Calm Me Down?; Relaxation; Tense and Relax Exercise; Relax on Chill-Out Beach; Stress Busters; Create a Chill-Out Space; Plan for Creating a Chill-Out Space Report Card For Chill-Out SpaceDoing Things Differently; What Could I Do If...?; Keeping Cool and Calm!; Keeping Cool and Calm!; Challenging Behaviours; CHAPTER 6 Getting Sorted:Organization; What is Organization?; Organization Of The Rich and Famous!; Organization Survey; What About Me?; What If...?; Bag Packing Challenge: Preparation; Bag Packing Challenge: Examples If Needed; Bag Packing Challenge: Action; Card Sorting Speed Trials; What Could I Do If...?; Getting Sorted; 'What is Organization?' Answer Sheet; Organization and Getting Sorted; Memory Tips; Getting Sorted: The Big Picture Getting Sorted: Some SpecificsCHAPTER 7 Friends and Mates; You and Your Friends; Ups and Downs of Friendships; Exploring Teasing and Bullying; Cartoon Strip; Friendship Wordsearch; Communication is the Key: Listening; Communication is the Key: 'I' Statements; Making New Friends; Keeping Things Friendly; Responding to Teasing and Bullying; What Could I Do If...?; Friends and Mates; 'Friendship Wordsearch' Answer Sheet; Top Ten Qualities of a Good Friend; Bullying; Friends and Mates; CHAPTER 8 Surviving Homework!; Homework Fears; Why Homework?; Quick Homework Quiz; Homework: The Good Times Concentration and Homework |
| Record Nr. | UNINA-9910812875603321 |
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Steer Joanne
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| London, : Jessica Kingsley, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Problem solver guide for students with ADHD : ready-to-use interventions for elementary and secondary students with attention deficit hyperactivity disorder / / Harvey C. Parker
| Problem solver guide for students with ADHD : ready-to-use interventions for elementary and secondary students with attention deficit hyperactivity disorder / / Harvey C. Parker |
| Autore | Parker Harvey C |
| Pubbl/distr/stampa | Plantation, Fla., : Specialty Press, c2000 |
| Descrizione fisica | 1 online resource (188 p.) |
| Disciplina | 371.93 |
| Soggetto topico |
Attention-deficit hyperactivity disorder
Children with attention-deficit hyperactivity disorder - Education Youth with attention-deficit hyperactivity disorder - Education |
| ISBN | 1-886941-92-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Copyright; Table of Contents; 1 A Quick Look at ADHD; 2 Strategies to Help with Academic Skill Problems; 3 Strategies to Help with Behavior and Academic Performance; 4 Strategies to Helps Students Who are Inattentive but Not Hyperactive or Impulsive; 5 Seven Principles for Raising a Child with ADHD; 6 Strategies to Help Students with ADHD and Other Psychological Disorders; 7 Teaching Study Strategies to ADHD Students; 8 Teaching Social Skills to ADHD Students; 9 Strategies to Help Students Who Have Problems with Homework; 10 A Quick Reference Guide to Medications for ADHD
11 Parents as Advocates: Helping Your Child Succeed in School12 Communicating with Parents; National Organizations and Resources; Suggested Reading; Index; Back Cover |
| Record Nr. | UNINA-9910810143603321 |
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Parker Harvey C
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| Plantation, Fla., : Specialty Press, c2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Successful educators : a practical guide for understanding children's learning problems and mental health issues / / Nathan Naparstek
| Successful educators : a practical guide for understanding children's learning problems and mental health issues / / Nathan Naparstek |
| Autore | Naparstek Nathan |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Westport, Connecticut : , : Bergin & Garvey, , 2002 |
| Descrizione fisica | 1 online resource (184 pages) |
| Disciplina | 371.92 |
| Soggetto topico |
Children with disabilities - Education
Educational psychology Children with attention-deficit hyperactivity disorder - Education Learning disabled children - Education Academic achievement |
| ISBN |
979-82-16-02114-8
1-280-36116-6 9786610361168 0-313-01300-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- Successful Educators -- Contents -- Acknowledgments -- Introduction -- Chapter 1 Four-Component Model: Factors That Can Explain Why a Student Is Not Succeeding in School -- THEORETICAL BACKGROUND TO THE FOUR-COMPONENT MODEL -- Paying Attention -- Ability and Effort -- Organization -- Importance of Using a Theoretical Model -- THE FOUR COMPONENTS -- Using the Model -- An Example of a Teacher Using the Four-Component Model -- SUGGESTIONS -- Chapter 2 Paying Attention -- IMPORTANCE OF ATTENDING SKILLS -- GETTING YOUR STUDENTS TO PAY ATTENTION -- TEACHING STRATEGIES TO IMPROVE ATTENTION -- PROVIDING FEEDBACK TO A STUDENT WHO IS NOT PAYING ATTENTION -- CONSEQUENCES FOR INATTENTION -- FACTORS TO ASSESS IF A STUDENT IS NOT PAYING ATTENTION -- Hearing and Vision -- Examples of How Vision Difficulties Impacted on Academic Performance -- Jane the Child with Hearing Difficulties -- Seizure Disorders -- Auditory and Visual Processing Deficits -- Assessment of Processing Deficits -- Auditory Processing Deficits -- Visual Processing Deficits -- Treatment of Processing Deficits -- Ellen-A Student with Processing Difficulties -- IMPORTANCE OF PROVIDING THE RIGHT CURRICULUM -- STRATEGIES TO INCREASE THE STUDENT'S ATTENTION -- Communication Strategies -- Modality Presentation Strategies -- Classroom Modifications -- Chapter 3 Characteristics of Attention Deficit Hyperactivity Disorder -- INATTENTION -- HIGH LEVEL OF ACTIVITY -- IMPULSIVITY -- ORIGIN OF ADHD -- PROGRESSION OF ADHD -- THEORETICAL IMPAIRMENTS WITH ADHD -- Working Memory -- Self-Regulation -- Shifting One's Cognitive Set -- Dealing with Future Events -- Filtering Out Information and Regulating Attention -- Frustration Tolerance -- Social Relationships -- Sense of Time -- AN EXAMPLE OF ADHD-COMBINED TYPE -- AN EXAMPLE OF AN AVERAGE STUDENT WITH ADHD-PREDOMINANTLY INATTENTIVE TYPE.
AN EXAMPLE OF AN INTELLECTUALLY ADVANCED STUDENT WITH ADHD -- FRUSTRATIONS -- Chapter 4 Identification of ADHD -- DIAGNOSTIC FACTORS -- Degree of Impairment -- Frequency of Occurrence -- Pervasiveness across Settings -- Comorbidity -- Family History -- Adversity -- The Personal Meaning of Symptoms -- Transitional Symptoms -- ASSESSMENT TOOLS -- Rating Scales -- Written Reports -- Behavioral Observations -- The Developmental History -- ASSESSMENT CONCERNS -- SPECIAL NOTE REGARDING WELL-BEHAVED STUDENTS -- DIAGNOSING ADHD FOR STUDENTS WITH ADVANCED SKILLS -- REFERRING A STUDENT FOR AN ASSESSMENT OF ADHD -- REFERRING TO A SCHOOL PSYCHOLOGIST -- REFERRING TO A PSYCHOLOGIST OUTSIDE OF SCHOOL -- REFERRING TO PHYSICIANS -- REFERRING TO A CHILD PSYCHIATRIST -- Chapter 5 Treatment of ADHD -- MEDICATION OPTIONS -- Stimulant Medications -- Concerta, Metadate, and Sustained-Release Adderall -- Ritalin -- Adderall -- Dexedrine -- Wellbutrim and Other Nonstimulant Medications -- HEALTH RISKS -- THE FACTS -- MEDICATION COMPLIANCE ISSUES -- TEACHER-PARENT ISSUES -- SECTION 504 SERVICES -- REFERRAL TO THE COMMITTEE ON SPECIAL EDUCATION -- SPECIAL EDUCATION SERVICES FOR STUDENTS WITH ADHD -- EXAMPLE OF A TEACHER'S MISUNDERSTANDING OF ADHD -- Chapter 6 The Ability Component -- INTELLIGENCE -- IQ Tests -- Interpretation of IQ Tests -- Increasing IQ Scores -- CURRICULUM-BASED ASSESSMENT -- STANDARDIZED ACHIEVEMENT TESTS -- WHAT YOU SHOULD GET FROM A PSYCHOLOGICAL EVALUATION -- LEARNING DISABILITIES -- Gifted Learning/Disabled Students -- Dyslexia or Reading Disability -- AARON'S DIFFICULTIES IN SOUNDING OUT WORDS -- MELISSA'S READING COMPREHENSION PROBLEMS -- THE RELATIONSHIP BETWEEN INTELLIGENCE AND READING SKILLS -- SIGNS THAT A STUDENT HAS A READING PROBLEM -- WRITING DEFICITS -- MATHEMATICS DEFICITS -- IMPORTANCE OF THE PROPER EXPOSURE TO THE NECESSARY SKILLS. Home Environment -- School Environment -- ELEMENTARY SCHOOL ISSUES -- MIDDLE AND HIGH SCHOOL ISSUES -- SUGGESTIONS -- Chapter 7 How to Identify and Describe Skill Deficits -- DEFINING A PROBLEM -- Examples of Definable Problems -- Reviewing the Past History of the Problem -- Questions to Ask Yourself -- EXAMPLE OF A SUCCESSFUL REVIEW OF RECORDS -- YOUR BELIEFS REGARDING THE ORIGIN OF THE PROBLEM -- THE ORIGIN OF AN ACADEMIC DEFICIT -- SUGGESTIONS -- Chapter 8 How to Treat Skill Deficits -- EXTRA TEACHER ASSISTANCE -- SETTING GOALS FOR STUDENT ACHIEVEMENT -- Examples of Easily Identifiable and Measurable Goals -- MAKING USE OF PRIOR KNOWLEDGE -- MODIFYING THE CURRICULUM -- Teacher Training Issues for Modifying the Curriculum -- Use of the Computer to Modify Curriculum -- GETTING THE STUDENT TO TUTOR A YOUNGER CHILD -- COOPERATIVE LEARNING -- PRACTICE MAY NOT MAKE YOU PERFECT BUT IT WILL MAKE YOU BETTER -- THE IMPORTANCE OF GOOD FEEDBACK -- SUMMER AND AFTER SCHOOL PROGRAMS -- EVALUATING TEACHER PERFORMANCE FOR STUDENTS WITH ACADEMIC DEFICITS -- SPECIAL EDUCATION OPTIONS -- SPECIFIC READING STRATEGIES -- SPELLING STRATEGIES -- MATH STRATEGIES -- QUESTIONS TO ASK YOURSELF -- SUGGESTIONS -- Chapter 9 Effort Component -- SCHOOL SUCCESS MUST BE A VALUED GOAL -- Example of a Student Who Did Not See School as Being Relevant -- CHARACTERISTICS OF HARDWORKING STUDENTS -- CONFIDENCE -- Communicating Your Confidence in a Student -- Improving a Student's Confidence -- Characteristics of Confidence -- ENTHUSIASM -- PERSISTENCE -- THE STUDENT WHO NEEDED CONFIDENCE AND ACCEPTANCE -- EXAMPLES OF STUDENTS WITH WEAK SKILLS WHO SUCCEEDED BECAUSE OF EFFORT -- Brian -- Lenny -- MEASURING A STUDENT'S EFFORT -- SCHOOL EFFORT QUESTIONNAIRE -- SUGGESTIONS -- Chapter 10 The Connection between Your Expectations and Your Students' Efforts. YOUR BELIEFS AND EXPECTATIONS REGARDING YOUR STUDENTS -- SETTING REALISTICALLY HIGH EXPECTATIONS AND GOALS -- EXPECTATIONS -- MICHAEL -- HOW DO WE DEFINE SUCCESS? -- THREE WAYS TO DEAL WITH A DIFFERENCE IN EXPECTATIONS -- Somebody Changes Expectations -- Modify Expectations -- Agree to Disagree -- STUDENT EXAMPLE -- TEACHER EXAMPLE -- STUDENT AND TEACHER EXAMPLE -- Chapter 11 Using Positive Communication to Improve Student Effort -- THE IMPORTANCE OF A POSITIVE ATTITUDE -- HOW TO DEAL WITH YOUR OWN NEGATIVE ATTITUDES -- SUBSTITUTING NEGATIVE PERCEPTIONS FOR MORE POSITIVE ONES -- Marcy -- Corey -- THE USE OF PUNISHMENT -- CHECKLIST TO REVIEW WHEN DISCIPLINING STUDENTS -- MAKING POSITIVE CONNECTIONS WITH STUDENTS -- Active Listening -- Honesty -- Flexibility -- Seek Advice -- Using Praise -- BE CLEAR AND ASSERTIVE IN YOUR COMMUNICATION -- EXERCISES -- THINGS TO AVOID -- Chapter 12 The Impact of Depression and Bipolar Disorder on a Student's Effort -- DEPRESSION -- Characteristics of Depression -- Characteristics -- Making a Referral for an Assessment of Depression -- Assessment of Depression -- Questions You Can Ask to Assess a Student's Risk of Suicide -- Treatments -- Counseling -- Medications -- Medication Side Effects -- Medication Compliance Issues for Antidepressants -- Teacher Issues Regarding Depression -- Thomas -- BIPOLAR DISORDER -- Differences between ADHD and Bipolar -- Diagnosis -- Possible Symptoms -- Treatment -- Anna -- SCHOOL TREATMENTS FOR DEPRESSION AND OTHER MENTAL HEALTH DISORDERS -- Chapter 13 The Impact of Disorders within the Anxiety Spectrum on Student Effort -- GENERALIZED ANXIETY DISORDER -- ASSESSMENT -- TREATMENT -- PARENT SEPARATION PROBLEMS -- TIMMY -- LUCY -- OBSESSIVE-COMPULSIVE DISORDER -- TOURETTES SYNDROME -- Chapter 14 The Impact of Behavioral Disorders on Student Effort -- OPPOSITIONAL DEFIANT DISORDER. Assessment -- Treatment Strategies for ODD -- How Not to Deal with a Student with ODD -- HANDLING CONFLICT -- HANDLING DISAGREEMENTS AND MAKING USE OF JOINT PROBLEM SOLVING -- HOW JOINT PROBLEM SOLVING WORKS -- Step 1. Identify the Problem or Conflict You Are Experiencing -- Step 2. Each Party Writes Down a List of Possible Solutions -- Step 3. Each Person Reads His or Her List of Solutions -- Step 4. The Solutions That Are Acceptable -- Step 5. Addressing Implementation and Evaluation Issues -- Review of Joint Problem-Solving Strategies -- CONDUCT DISORDER -- Assessment and Treatment -- Gary -- SUBSTANCE ABUSE -- Assessment and Treatment -- Terrance -- Chapter 15 Organization and Study Skills Component -- TEACHER ISSUES FOR ORGANIZATION -- PARENT ISSUES FOR ORGANIZATION -- CHARACTERISTICS OF GOOD ORGANIZATION -- CHARACTERISTICS OF POOR ORGANIZATION -- IMPROVING A STUDENT'S ORGANIZATION -- EXAMPLES -- INTELLECTUALLY GIFTED STUDENTS WHO LACK GOOD WORK HABITS -- SUGGESTIONS FOR IMPROVING ORGANIZATIONAL SKILLS AND WORK HABITS -- COMPENSATIONS FOR DISORGANIZATION -- HOMEWORK SUGGESTIONS -- EXERCISES -- Chapter 16 Communicating Your Knowledge -- TRY TO TAKE THE PARENTS' PERSPECTIVE -- TRY TO UNDERSTAND HOW THE CHILD'S DIFFICULTIES IMPACT ON THE PARENTS -- LISTENING TO WHAT THE PARENTS HAVE TO SAY -- AVOIDING THE USE OF BLAME -- BE DISCRETE IN YOUR QUESTIONS -- INVITING STUDENTS TO PARENT-TEACHER MEETINGS -- MAKING CONTACT WITH PARENTS -- Checklist for Calling a Parent -- HAVING A CONFERENCE WITH PARENTS -- HOW LABELS ARE MISUSED -- Immature -- Lazy -- MAKE USE OF TEST SCORES AND WORK SAMPLES TO DESCRIBE A STUDENT'S PROGRESS -- ATTEMPTING TO PROVIDE SOLUTIONS FOR THE PROBLEM -- GETTING COOPERATION -- DEALING WITH PARENTS WHO ARE RESISTANT TO YOUR SUGGESTIONS -- HOW TO EVALUATE THE STRATEGIES DEVELOPED AT A PARENT CONFERENCE -- GIVING FEEDBACK TO PARENTS. SUGGESTIONS FOR CONDUCTING PARENT MEETINGS. |
| Record Nr. | UNINA-9910817211903321 |
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Naparstek Nathan
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| Westport, Connecticut : , : Bergin & Garvey, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching young children with ADHD : successful strategies and practical interventions for preK-3 / / Richard A. Lougy, Silvia L. DeRuvo, David Rosenthal
| Teaching young children with ADHD : successful strategies and practical interventions for preK-3 / / Richard A. Lougy, Silvia L. DeRuvo, David Rosenthal |
| Autore | Lougy Richard A. <1944-> |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , c2007 |
| Descrizione fisica | 1 online resource (208 pages) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
DeRuvoSilvia L
RosenthalDavid K. <1958-> |
| Soggetto topico |
Children with attention-deficit hyperactivity disorder - Education
Attention-deficit hyperactivity disorder Early childhood education |
| ISBN |
1-4522-9421-6
1-4522-1001-2 1-4416-5371-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Yes, 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. |
| Record Nr. | UNINA-9910820589403321 |
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Lougy Richard A. <1944->
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| Thousand Oaks, California : , : Corwin Press, , c2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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