CEC | Attention Deficit Hyperactivity Disorder

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Attention Deficit Disorder

Attention deficit hyperactivity disorder (ADHD) is a syndrome characterized by serious and persistent difficulties in the following three specific areas:

1. Attention span.
2. Impulse control.
3. Hyperactivity (sometimes).

ADHD is a chronic disorder that can begin in infancy and extend through adulthood, having negative effects on a child's life at home, school, and within the community. It is conservatively estimated that 3 to 5 percent of our school-age population is affected by ADHD. Even though the exact cause of ADHD remains unknown, research shows that ADHD is a neurologically based medical problem. There is no one "test" for determining if a person has this disorder. An accurate diagnosis requires an assessment conducted by a well-trained professional usually a developmental pediatrician, child psychologist, child psychiatrist, or pediatric neurologist.

Best Practices for Administering Medication in School
Use of prescribed medications has increased significantly among children with exceptionalities; therefore, it is critical that special educators have sufficient knowledge of their students’ medications and best practices for administering them.

The School Supports Checklist: Identifying Support Needs and Barriers for Children With ADHD Restricted

This article presents a tool, the School Supports Checklist, for identifying potential classroom-based supports for children with ADHD in elementary school.

Using Self-Regulated Strategy Development to Improve Expository Writing With Students With Attention Deficit Hyperactivity Disorder Restricted

This study investigated the effects of an expository writing strategy implemented using the Self-Regulated Strategy Development model on the writing skills of four, 4th- and 5th-gradestudents with attention deficit hyperactivity disorder. Instruction had a pronounced positive effect on students’ writing.

Improving Executive Function Skills—An Innovative Strategy that May Enhance Learning for All Children
While children who have learning disabilities, autism, ADHD, traumatic brain injury, and conduct disorder often have difficulties with executive function, more children without disabilities are exhibiting EF problems as well.

The Active Classroom: Supporting Students with Attention Deficit Hyperactivity Disorder Through Exercise Restricted

Establishing a classroom environment that encourages beneficial movement throughout the school day-during content lessons, transitions, and via specialized games for recess and indoor rainy day activities-can improve results for students with ADHD, help reduce problematic classroom behavior, and better focus students’ attention on content instruction.

Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents With Behavior and Attention Disorders Restricted

Adolescent boys with behavioral disorders (BD), 31 or whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Before Reading, Think While Reading, Think After Reading, With Written Summarization

Improving the Organizational Skills of Students with Learning and Attention Problems
To help students with learning and attention problems, teachers must teach the “how” and “why” of organization, as well as the process, and provide routine and consistency.

Attention Deficit Hyperactivity Disorder Patch Approved
The Food and Drug Administration approved a patch that children ages 6-12 can wear to help with Attention Deficit Hyperactivity Disorder (ADHD). The patch, called Daytrana, can be worn for nine hours; and it is recommended as an alternative treatment for ADHD.

Self-Regulation Interventions for Children With Attention Deficit/Hyperactivity Disorder Restricted

This article reports the results of a meta-analysis of literature on the use of four self-regulation interventions for children with ADHD.

Teaching Science to Students with Disabilities (updated July 2003)
What strategies can be used for teaching science to students with disabilities? "

Strengthening the Third "R": Knowing and Doing Math Improve Mathematics Achievement
Researchers are developing approaches that enhance students' math performance by focusing on both the knowing and the doing aspects of mathematics. The following examples show that effective math instruction must address the students' deeper understanding of mathematics."

Strengthening the Third "R": Helping Students with Disabilities Participate in Statewide Math Assessments
Emerging research is shedding light on what practitioners can do to ensure that students with disabilities participate and achieve their potential on state- and district-wide assessments"

Strengthening the Second "R": Instructional Approaches that Improve Written Performance
Researchers are developing approaches that enhance students' performance on written compositions. The following examples show that effective instruction cannot take place in isolation of a strong writing program-it must take place within the context of a rich literacy environment. "

Strengthening the Second "R": Helping Students with Disabilities Participate in Statewide Writing Proficiency Assessments
Many of these large-scale assessments measure achievement in writing. Emerging research is shedding light on what practitioners may do to ensure that students participate and achieve to their potential on such assessments."

Selecting A College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)
Students with learning disabilities (LD) or attention deficit hyperactivity disorder (ADHD) approach the transition from high school to college with an array of learning strengths and needs."

Section 504 of the Rehabilitation Act (updated July 2003)
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with disabilities in all programs and activities conducted by recipients of federal financial assistance. In matters pertaining to education, the lead agency is the U.S. Office for Civil Rights, U.S. Department of Education."

“RR UU RREEAADDYY??” Helping Students Assess Their Readiness for Postsecondary Education Restricted

This article presents a review of the literature about the transitional needs of students with disabilities to higher education, discusses the challenges these students face, and introduces a questionnaire that addresses these areas of concern.

Who’s Getting the Message? Helping Your Students Understand in a Verbal World Restricted

Understanding a student's perspective can help teachers provide clearer instructions for students with mental retardation, attention deficits, and speech-language challenges. The article tells how to identify deficits in receptive and expressive language and provides strategies for "getting the message across."

What Every Special Educator Should Know About High-Stakes Testing Restricted

This article explains what teachers should know about accommodations, test preparation, test administration, outcomes, and legal and ethical concerns surrounding high-stakes exams. High-stakes testing is becoming a nationwide phenomenon, and special educators must meet the challenges it presents.

Transfiguring It Out: Converting Disengaged Learners to Active Participants Restricted

This article addresses the challenge of disengaged students and provides teacherswith a "transfiguration" model that uses a practical and robust strategy to transform disengaged learners to active participants.

Succeeding in Postsecondary Ed Through Self-Advocacy Restricted

College students with disabilities can enhance their success by determining their cognitive strengths and weaknesses and developing a Self-Advocacy Plan, which works as an advanced organizer for guiding discussions with professors

Postsecondary Options for Students With Significant Disabilities Restricted

This article describes the goals of the On-Campus Outreach program to provide technical assistance to students between the ages of 18 and 21 with significant disabilities in postsecondary settings. The aim is to develop options other than remaining in the public high school.

PROVE-ing What You Know: Using a Learning Strategy in an Inclusive Class Restricted

The PROVE Strategy was helps students identify, explain, and defend what they know in inclusive classrooms.

Improving Family Involvement in Special Education: Opportunities and Solutions for Improving Family Involvement
Researchers are developing approaches that enhance families' abilities to contribute to their children's learning in the home and community. They also are identifying barriers to full family participation and suggesting solutions."

Homework Practices that Support Students with Disabilities: What Have We Learned about Homework and Students with Disabilities
This section shows how practitioners and families can ensure that homework is effective."

Gifted/Talented and Attention Deficit Hyperactivity Disorder (updated April 2000)
I think my child is gifted. My child's teacher says he might have an attention deficit disorder. Is this possible? Where can I get information on children who are gifted and might have an attention deficit hyperactivity disorder? "

Art Activities for Children with Disabilities (December 2003)
How can art activities be structured for students with disabilities?

Arranging the Classroom with an Eye (and Ear) to Students with ADHD Restricted

Though general classroom teachers have minimal training in working with students with special needs, many have students with ADHD in their classes. By physically altering a classroom and employing other strategies, teachers can improve student behavior.

Challenges of Identifying and Serving Gifted Children with ADHD Restricted

The article explores the difficulty of identifying and serving gifted children with ADHD, suggests assessments, and provides strategies to involve parents.

Chocolate Chip Cookies and Rubrics: Helping Students Understand Rubrics in Inclusive Settings Restricted

As special education students become more involved in high-stakes assessment, teachers need to be aware of how rubrics can help their students understand a given task. This article can help you familiarize your students with the terminology and the use of rubrics.

Communicating Without Harm: Strategies to Enhance Parent-Teacher Communication Restricted

Communication between home and school is essential to monitor the progress of children with ADHD. However, rofessionals must be aware of possible home tensions and become proficient at communicating without harm.

Emerging Reading and Writing Strategies Using Technology Restricted

Internet-based reading and writing resources and multimedia can enhance instruction.Learn the literacy needs of students with disabiltiies and how to Web resources to meet those needs.

Consistent, Coherent, Creative: The 3 C’s of Graphic Organizers Restricted

To be effective, especially for students with special learning needs, graphic organizers must be used coherently, consistently, and creatively. This article focuses on these principles and provides examples of how common graphic organizers can be used in inclusive classrooms.

Getting Together in College: An Inclusion Program for Young Adults With Disabilities Restricted

Social isolation continues to be a concern for young adults with developmental disabilities. Social relationships often precede social acceptance. This article describes a university-based inclusion program to encourage social relationships between students with and without disabilities.

Learning and Motivational Characteristics of Boys with AD/HD and/or Giftedness Restricted

A study compared the academic and learning characteristics of three students with attention deficit/hyperactivity disorders (AD/HD), three gifted students, and three gifted students with AD/HD. Giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of AD/HD, such as inattention and homework problems.

Autism
Autism is a complex developmental disability that typically appears during the first three years of life. . Autism impacts the normal development of the brain in the areas of social interaction and communications skills. "

Adults with Attention Deficit Hyperactivity Disorder (ADHD)
This digest presents findings on the prevalence of students with disabilities in correctional facilities and the educational and related services offered to them. "

Applying Cognitive-Behavioral Techniques to Social Skills Instruction
Cognitive-behavioral interventions (CBI) can be a viable approach for teachers to remediate behavioral deficits and excesses by providing students with the tools necessary to control their own behavior. "

Attention Deficit Disorder
What can you tell me about the use of Ritalin and other medications in the treatment of ADHD? What are some alternatives to medication?

Assistive Technology for Students with Mild Disabilities: Update 2002
This digest presents findings on the prevalence of students with disabilities in correctional facilities and the educational and related services offered to them. "