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This is a contributed book written by experts in the field of ADHD, each writing in his/her own area of expertise. The chapters are written in a clear style easily understood by professionals, teachers, and parents. There are several case studies in most chapters, making the topics more concrete and realistic. Specific teaching techniques are recommended so that the reader may more easily adapt theory into practice and experience success more quickly. Resources in Appendix A give detailed information on books, organizations, videos, and teaching materials available on the subject of ADHD. Appendix B provides a list of the various tests available on ADHD. For anyone who works with the learning disabled and exceptional children.
1.Kenneth E. Guyer., Highlights.
2.Barbara Priddy Guyer, The History of ADHD.
3.Rosa A. Hagin and Lisa R. Deson, ADHD: Diagnosis.
4.James Ward and Kenneth E. Guyer, Medical Management of ADHD.
5.Larry B. Silver, Alternative Treatments for ADHD.
6.Suzanne Stevens, A Teacher Looks at the Elementary Child with ADHD.
7.Barbara Priddy Guyer, Reaching and Teaching the Adolescent with ADHD.
8. Barbara Priddy Guyer, The Adult Who Has ADHD: Finding Success in the Workplace or Classroom.
9.John MacCallum, Social Interactions and Family Relationships.
10.Peggy E. Ramundo, A Coaching Model for the Management of ADHD Behaviors in the Classroom.
11.Patricia H. Latham and Peter Latham, Legal Rights for People Who Have ADHD.
12.Mary McDonald Richard, Dispelling the Myths and Misconceptions about ADHD.
Appendix A: Barbara Priddy Guyer and Kenneth E. Guyer, Famous People with ADHD and/or LD.
Appendix B: Barbara Priddy Guyer, Resources for ADHD.
Appendix C: Rating Scales for Attention-Deficit Hyperactivity Disorder.
Posted February 14, 2000
Dr. Guyer has put together a working handbook for parents, educators, professionals and those of us who are blessed with attention deficit hyperactiviety disorder as it is called. The text goes beyond defining the problems and offers practical solutions to overcome difficulties we experience with ADHD, such as organizational skills, reading difficulties, problems with attention and impulse control, personal and work relationships. I know from my own experience that the techniques are effective because I have been working with Dr. Guyer over the past two years since discovering my own ADHD and dyslexia. Like any neurologic process, the changes take time and motivation. As I see it, ADHD can be compared to being overweight. Almost everyone can see there is a problem but few people can offer practical steps toward the solutions or are able to tactfully point out that there may be a problem because they cannot define the specific problem or the best solution or those of us with the problem are not ready to accept help. My experience is that of an individual with ADHD discoverd at age forty-five after experiencing difficulty passing my specialty board examination. I was evaluated by Dr. Guyer and found to have both ADHD and dyslexia. As part of an evaluation by another specialist in Huntington Dr. Guyer's evaluation was reviewed and it was pointed out to me that my reading comprehension tested at the 23rd percentile. Everything else was above the 90th percentile. A referral was made to a behavioral optometrist who subsequently diagnosed convergence insufficiency with suppression, a process which affects visual processing of information. As the behavioral optometrist explained, 'Reading for people who suffer from convergence insufficiency and suppression of the image of one eye is like trying to talk on the phone when someone is trying to get your attention: Stressful.' Most people with the problem simply choose not to read as a way to avoid experiencing that internal stress hence the tendency to move around or daydream. My own visual acuity is 20/20 and the difficulty with convergence was noted on exam several years previously but the need for treatment was downplayed. From a behavioral standpoint I would rather have done almost anything to avoid reading before undergoing vision therapy butafter four months of vision therapy I was able to pass two of the initial three sections of my written boards. I have been working on other aspects of learning over the past two years including study techniques, memory techniques such as mapping, integration of better diet and regular exercise and treatment of obstructive sleep apnea with continuous positive airway pressure. In the past six months I have read more than I did in the previous twenty years. My testing also showed a gift of great auditory memory or I would not have been able to achieve the educational level I have reached. All of the things we have been taught by our parents, grandparents, and teachers but which we sometmes ignore are factors in the learning process: get plenty of rest, exercise, eat well, and study hard. My education and training should have re-enforced those principles as I was trained in pharmacy and nuclear pharmacy before attending medical school. The problem was not diagnosed however and without recognizing ADHD it is difficult to arrive at a solution. Since my own diagnosis my children have been diagonsed as well; my son with ADHD and both my son and daughter with convergence insufficiency. Fortunately they will not have to wait until they are forty-five to benefit from the findings discussed in the book. As a parent, a patient and a physicain I am grateful to Dr. Guyer and her coauthors for their dedicated study in the areas of learning and behavior and have derived great benefit from the evaluation and direct input of several of the coauthors. This book provides an organized foundation of resourceWas this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.
Posted April 20, 2010
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