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Teaching Teens with ADD, ADHD & Executive Function Deficits
A Quick Reference Guide for Teachers and Parents
Second Edition
Chris A. Zeigler Dendy, M.S.


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isbn# 978-1-60613-016-2  
8 1/2" x 11"
375 pages

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A Personal Message to Teachers from the Author

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
Summary 5: Official Diagnostic Criteria for AD/HD: The DSM
Summary 6: Diagnosis of ADD or ADHD in Adolescence
Summary 7: Common ADD/ADHD Myths: 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 Performance: 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
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 or 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 and 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 Planner
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 Issues under IDEA
Summary 46: Reasonable Accommodations: 1991 US DOE/OCER 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 ADD/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 Assessment 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/ADHD

Summary 76: Valuing Students with ADD and 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
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/Program Modifications
B3: IEP Transition Services
B4: Functional Behavior Assessment (FBA): Common Behaviors


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