Strategies for Teaching Adolescents with ADHD: Effective Classroom Techniques Across the Content Areas, Grades 6-12 / Edition 1

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ADHD expert offers help for teaching the content areas to students with attention problems Written by an expert in the field of ADHD, this important resource offers strategies to teach adolescents with ADHD across all core content areas: English Language Arts, Math, Science, and Social Studies. These strategies have been classroom-tested and proven to engage students during content instruction so that they will gain a lasting understanding of the material taught. As students interact with the content-talk, write, draw, and create a variety of media in relation to the content-all students, including those with ADHD, will learn the basics necessary for post-secondary education and employment.
• Offers an important guide for teaching core content to adolescents with ADHD
• Includes information for engaging ADHD students in a way that makes content memorable
• Explains how to use the strategies to teach all classroom students
• Written by a nationally known authority on ADHD
• Published in partnership with the acclaimed WestEd organization

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Product Details

  • ISBN-13: 9780470246719
  • Publisher: Wiley
  • Publication date: 11/9/2009
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 176
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Silvia L. DeRuvo, M.A, is a Special Education Resources Development Specialist for WestEd. She teaches Special Education courses at Sacramento State University and speaks nationally on the topics of ADHD, Response-to-Intervention, and inclusion of special needs children in general classrooms. A past president of the California Association of Resource Specialists and Special Educators (CARS+), DeRuvo has twenty years' experience as a special educator working with children with mild to moderate disabilities.

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Table of Contents

About This Book.

The Author.


1 Why Another Book on ADHD?

Education in the Twenty-First Century: The No Child Left BehindAct and Federal Accountability.

The Individuals with Disabilities Education Act of 2004.

Students with ADHD and Special Education: Section 504 of theRehabilitation Act of 1973.

Teaching in the Twenty-First Century: Current Research andInstructional Practice.

Differentiated Instruction.

The Student-Centered Classroom.

Standards-Aligned Instruction.

To Sum Up.

2 Understanding ADHD in Adolescents.

Willful Disobedience or Neurological Disorder?

Understanding the Nerve Cell.

Types of ADHD.

Primary Symptoms of ADHD.

Defining ADHD.

ADHD in Girls.

The Impact of ADHD on Adolescents.

Hyperactive Students.

Inattentive Students.

Academic Indicators of ADHD.

Why Do Adolescents with ADHD Struggle?

The Role of Executive Functions.

The Effects of Weaknesses in Executive Functions.

Other Disorders Associated with ADHD.

Learning Disabilities.

Anxiety and Mood Disorders.

Oppositional Defiant Disorder and Conduct Disorder.

To Sum Up.

3 Research-Based Teaching Strategies: Meeting the Needs ofAll Learners.

The Engaging Classroom.

Focus on Student Learning.

Research-Based Strategies That Support Students with ADHD.

Asking Students to Identify Similarities and Differences.

Teaching Students to Summarize and Take Notes.

Reinforcing Effort and Providing Recognition.

Focusing on the Important Aspects of Homework and Practice.

Using Nonlinguistic Representations.

Facilitating Cooperative Learning.

Setting Objectives and Providing Feedback.

Challenging Students to Generate and Test Hypotheses.

Using Cues, Questions, and Advance Organizers.

Meeting the Academic Challenges of Students with ADHD.

Recognizing Different Learning Styles.

Differentiated Instruction: Principles of Universal Design forLearning.

Implementation of Instructional Strategies: Meeting the Needs ofAll Students Through Standards-Aligned Instruction.

Identifying Standards to Be Addressed.

Planning Instruction to Meet the Standards.

Linking IEP Goals to Standards-Based Instruction.

Connecting the Lesson to the Standard.

Instructional Design That Supports Students with ADHD.

Rituals and Routines.

Instructional Scaffolding.

Checking for Understanding.

Independent Practice.

To Sum Up.

4 Strategies to Support Students with ADHD in EnglishLanguage Arts.

The Learner-Centered Classroom.

Developing Collaboration Skills.

Taking Ownership of Learning.

Teaching English Language Arts.

The Research.

The Practice.

Explicit Vocabulary Instruction.

Explicit Instruction in Comprehension Strategies.

Motivation and Engagement in Literacy Learning.

Intensive Individualized Interventions.

Writing Instruction.

To Sum Up.

5 Strategies to Support Students with ADHD in Math.

Mathematical Knowledge.

The Research.

The Practice.

Math Problem-Solving Strategies.

Mnemonic Instructional Strategies.

Concrete-Representational-Abstract Instructional Strategy.

Graphic Organizer Strategies.

Putting it All Together: Strategies for Accessing AlgebraicConcepts.

Mnemonics Example in Algebra.

Concrete-Representational-Abstract Example in Algebra.

Graphic Organizer Examples in Algebra.

To Sum Up.

6 Strategies to Support Students with ADHD in Science andSocial Studies.

The Research: Science.

The Practice: Science.

Motivating Reluctant Learners.

Eliciting Prior Knowledge.

Intellectual Engagement + Use of Evidence = Making Sense ofScience.

The Research: Social Studies.

The Practice: Social Studies.

Making Connections with History Facts.

Using Images.

Active Learning in the Science or Social Studies Classroom.

Strategies for Assessing Prior Knowledge.

Strategies for Direct Instruction.

Strategies for Using Cooperative Groups.

Strategies for Checking for Understanding~MS000

To Sum Up.

7 Creating a Positive Learning Environment for Students withADHD.

The Research.

Positive Behavior Supports.

Practices That Don’t Work.

Practices That Do Work.

Preventing Problem Behaviors.

Beginning with Respect.

Understanding the Issue of Fairness.

Sticking to Rituals and Routines.

Providing Clear and Concise Instructions.

Maintaining a Perky Pace.

Analyzing Problem Behaviors.

What is the Behavior Communicating?.

Why Doesn’t She Ask for Help?.

Research to Practice.

Tier I: Primary Interventions.

Tier II: Secondary Group Interventions.

Tier III: Tertiary Individual Interventions.

To Sum Up.

8 Working Together to Promote Postsecondary Success.

Responsibilities of the School.

Response to Intervention: Schoolwide Support for AllStudents.

Three Tiers of Academic Interventions.

Collaboration: An Essential Component.

Responsibilities of the Family.

Parental Monitoring.

Medication: A Family and Student Decision.

Responsibilities of the Student.

Making an Effort and Monitoring Progress.

Using Feedback Constructively.

Building Self-Determination Skills.

Taking Responsibility for the Postsecondary Transition.

To Sum Up.



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