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Teaching Young Children With Adhd

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Overview

Provides teachers with an understanding of ADHD and how it manifests in young children, clarifying the what, why, and how of inclusive strategies that work.

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Editorial Reviews

Sandra F. Rief
"Well written, easy to read, and comprehensive in scope. The advice, strategies, and vignettes are allexcellent."
Carol S. Reynolds
"This is the most complete and definitive book on the topic. A must-read for every educator and administrator."
California Bookwatch
"From interventions and ideas for helping kids with ADHD learn to tips for understanding medications, this pairs profiles of kids with ADHD with tested solutions teachers can use throughout the analysis, intervention, and educational process."
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Product Details

  • ISBN-13: 9781412941600
  • Publisher: SAGE Publications
  • Publication date: 3/1/2007
  • Edition description: New Edition
  • Pages: 208
  • Sales rank: 765,314
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.44 (d)

Meet the Author

Richard A. Lougy has been living and working for the last 30 years in Sacramento, California, where he began his career as a middle school teacher. During that time, he also served as an elementary school counselor and later as a school psychologist. Before retiring in 2007, he oversaw mental health services for Head Start and Early Head Start programs in a large metropolitan school district in Northern California.He currently runs a private practice specializing in ADHD and related disorders, as well as being a mental health consultant for Early Head Start programs and Before and After School Care Programs for a large school district.

Lougy has treated and worked with thousands of children with ADHD and their families throughout his career. In addition to coauthoring two books on ADHD, ADHD: A Survival Guide for Parents and Teachers (Hope Press/2002) and Teaching Young Children With ADHD: Successful Strategies and Practical Interventions for Pre K-3 (Corwin Press/2007), Lougy has also written numerous articles on ADHD and regularly presents at state and national conferences.

Silvia L. De Ruvo is a special education resources development specialist with West Ed, a nonprofit agency that works with schools, districts, state agencies, and national policy makers in the areas of educational research, products, and programs. Her work focuses primarily on working with schools and teachers on effective research-based instructional practices that support the needs of students with disabilities within core content integrated classrooms. Prior to her work at West Ed, De Ruvo has been an elementary special educator for nearly 20 years, and a teacher trainer at California State University, Sacramento.

Her experience in the classroom, as well as in state special education leadership, has given her vast experience in the area of special education practices and effective inclusion practices that support the needs of students with ADHD and other learning disabilities. She is a national speaker for the Bureau of Education and Research on Response to Intervention implementation practices and is a coauthor of Teaching Young Children With ADHD: Successful Strategies and Practical Interventions for Pre K-3, a book on classroom strategies for students with Attention Deficit Hyperactivity Disorder (ADHD) published in 2007 by Corwin Press. She is currently authoring a book on instructional strategies to support secondary students with ADHD that will be published in 2009.

De Ruvo received an MA in communicative disorders, and holds credentials in Multiple Subjects, Special Education Specialist Communications Handicapped, and Resource Specialist certification from California State University, Fresno.

David Rosenthal, MD, is an adult, adolescent, and child psychiatrist in private practice in Boulder, Colorado. He is an adjunct professor in the Graduate School of Social Work at the University of Denver, where he teaches courses on psychopharmacology.

Rosenthal practiced psychiatry in various settings in California for many years and treated thousands of patients with ADHD, anxiety, and mood disorders before coauthoring two books on ADHD: ADHD: A Survival Guide for Parents and Teachers (Hope Press/2007) and Teaching Young Children With ADHD: Successful Strategies and Practical Interventions for Pre K-3 (Corwin Press/2007). He also has written articles on ADHD and regularly speaks at state and national conferences on ADHD.

Rosenthal earned his medical degree at the University of Iowa School of Medicine in 1986, and completed his residency in adult psychiatry and fellowship training in child and adolescent psychiatry at the University of California, Davis, Medical Center.

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Table of Contents

Foreword by Meredith Cathcart
Preface
Acknowledgments
About the Authors
1. 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
2. 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
3. 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 Skill Development
Five Problem-Solving Areas That Challenge Children With ADHD
Suggestions for Reinforcing Appropriate Social Behaviors
Challenging Settings for Children With ADHD
Summary
4. 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
5. 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
6. 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
7. 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 Over-Medicated?
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 Students Used to Do Well on Ritalin, but Now It Doesn't Seem to Work. What's 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
8. 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
9. 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 Web Sites
References
Index

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