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Praise for How to Reach and Teach Children and Teens with ADD/ADHD
“Sandra Rief ’s newest book could easily be every educator and parent’s “go to” handbook for ADD/ ADHD! In many classrooms across the country, educators often emphasize the use of medication to treat ADD/ADHD. Sandra, however, emphasizes that there is much that can be done behaviorally as well. She has included a plethora of interventions and strategies to address difficult behaviors, many of which can be easily implemented in both home and school settings. This book is a must-read for anyone living or working with children with ADD/ADHD!”
—Rebecca Moyes, M.Ed., educator, consultant, author of Executive Function Dysfunction
“I am pleased and honored to endorse this latest edition of Sandra Rief ’s book on ADHD. Based on sound scientific evidence, it provides an excellent contemporary view of ADHD and the problems it poses for self-regulation and executive functioning. It also powerfully sets forth the many risks the disorder can pose for impairments in major life activities across child and teen development if not properly treated. Of all of the areas of impairment, it is the school setting in which ADHD can have the greatest adverse effects in the lives of most children with the disorder. But more than this review of the facts, the book is dense with numerous recommendations for educators and school mental health professionals for managing ADHD effectively in school settings so as to promote better development, adjustment, and success at effectively dealing with the many difficulties ADHD may pose across a child’s education.”
—Russell A. Barkley, Ph.D., Clinical Professor of Psychiatry, Medical University of South Carolina
“From lesson planning to classroom management, this book has always been one of the most frequently-consulted resources throughout my career. I found the information and strategies in this new edition to be so important for teachers to understand and best help students with ADHD.”
—Jaime Barker, High School Language Arts Teacher, Jersey City, NJ
“This is an exceptionally clear and well organized book. It is a must-have resource for any special education teacher that teaches students with ADHD and Executive Functioning Impairment.”
—Laura J. Mizrahi, Special Education Teacher, Churchill Elementary School, Homewood, IL
“I have used Rief ’s books in my credential classes instructing students earning their M.Ed. in Special Education or their first teaching credential. This new edition is clear, to-the-point and extremely beneficial for all educators.”
—Stacey J. Kasendorf, M.Ed., San Diego State University, Adjunct Faculty, Special Education Department
Practical Techniques, Strategies, and Interventions
HOW TO REACH & TEACH CHILDREN & TEENS WITH
ADD/ADHD THIRD EDITION
Practical Techniques, Strategies, and Interventions
HOW TO REACH & TEACH CHILDREN & TEENS WITH
ADD/ADHD THIRD EDITION
SANDRA F. RIEF
Copyright © 2016 by Sandra F. Rief. All rights reserved.
Published by Jossey-Bass A Wiley Brand
One Montgomery Street, Suite 1000, San Francisco, CA 94104–4594—www.josseybass.com
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.
Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom use. Reproduction of these materials for an entire school system is strictly forbidden.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.
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Library of Congress Cataloging-in-Publication Data Names: Rief, Sandra F. Title: How to reach and teach children and teens with ADD/ADHD / Sandra F. Rief. Description: Third edition. | San Francisco, California : Wiley, 2016. | Includes bibliographical references and index. Identifiers: LCCN 2016018130 (print) | LCCN 2016019274 (ebook) | ISBN 9781118937785 (paperback) | ISBN 9781118937808 (pdf) | ISBN 9781118937792
(epub) Subjects: LCSH: Attention-defi cit-disordered children--Education--United States--Handbooks, manuals, etc. | Attention-defi cit-disordered youth--Education–United States–Handbooks, manuals, etc. | Hyperactive children–Education–United States–Handbooks, manuals, etc. | Classroom management–United States–Handbooks, manuals, etc. | BISAC: EDUCATION /
Special Education / General. Classification: LCC LC4713.4 .R54 2016 (print) | LCC LC4713.4 (ebook) | DDC
371.94–dc23 LC record available at https://lccn.loc.gov/2016018130
9781118937785 Paperback 9781118937808 ePDF 9781118937792 ePub
Cover image: © Caiaimage/Robert Daly/Getty Images, Inc., © Alistair Berg/Getty Images, Inc. Cover design: Wiley
Printed in the United States of America THIRD EDITION
PB Printing 10 9 8 7 6 5 4 3 2 1 0
About the Author Sandra F. Rief, MA, is an internationally known speaker, educational consultant, and author, specializing in practical and effective strategies for helping students with ADHD and learning disabilities succeed in school. She has written several books and presented numerous seminars, workshops, and keynotes nationally and internationally on this topic. Sandra has trained thousands of teachers in the United States and throughout the world on best practices for helping students with ADHD, and has worked with many schools in their efforts to provide interventions and supports for students with learning, attention, and behavioral challenges.
Among some of the other books she has authored (published by Jossey-Bass/Wiley) are The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with Attention Defi cit Disorders, Second Edition (2015), The Dyslexia Checklist: A Practical Reference for Parents and Teachers (coauthored with J. Stern, 2010), The ADD/ADHD Checklist: An Easy Reference for Parents and Teachers, Second Edition (2008), How to Reach and Teach All Children Through Balanced Literacy (coauthored with J. Heimburge, 2007), and How to Reach and Teach All Children in the Inclusive Classroom: Practical Strategies, Lessons, and Activities, Second Edition (coauthored with J. Heimburge, 2006).
Sandra also authored these laminated guides (published by National Professional Resources, Inc.): Executive Function: Skill-Building and Support Strategies for the Elementary Classroom (2016), Executive Function: Skill-Building and Support Strategies for Grades 6–12 (2016), Dyslexia: Strategies, Supports & Interventions (2010), Section 504: Classroom Accommodations (2010), and ADHD & LD: Classroom Strategies at Your Fingertips (2009).
Sandra developed and presented these acclaimed educational DVDs as well: ADHD & LD: Powerful Teaching Strategies and Accommodations (with RTI); How to Help Your Child Succeed in School: Strategies and Guidance for Parents of Children with ADHD and/or Learning Disabilities; ADHD: Inclusive Instruction and Collaborative Practices; and, together with Linda Fisher and Nancy Fetzer, Successful Classrooms: Effective Teaching Strategies for Raising Achievement in Reading and Writing and Successful Schools: How to Raise Achievement and Support “At-Risk” Students.
Sandra is formerly an award-winning special education teacher from San Diego Unifi ed School District (California Resource Specialist of the Year), with more than two decades of experience teaching in public schools. Presently, Sandra is an instructor for continuing education and distance learning courses offered through a few universities on instructional and behavioral strategies and interventions for reaching and teaching students with ADHD, LDs, and other mild to moderate disabilities. She received her BA and MA degrees from the University of Illinois. For more information, visit her website at www.sandrarief.com.
vii
Acknowledgments My deepest thanks and appreciation to
• My precious, beautiful family (which has grown and blossomed since the first and second editions of this book): Itzik, Ariel, Anna, Jackie, Jason, Maya, Jonah, Ezra, Gil, Sharon, Daniella, and Raquel. You are everything to me, and I love you all so much.
• All of my former students and other wonderful children who have touched my heart and inspired me throughout the years to keep learning what we can do to better reach and teach them.
• The special families who have shared with me their struggles and triumphs and allowed me to be part of their lives.
• All of the amazing, dedicated educators I have had the great fortune to work with and meet over the years; thank you for sharing with me your creative strategies, ideas, and insights.
• The extraordinary parents (especially the wonderful volunteers in CHADD and other organizations worldwide) whose tireless efforts have raised awareness about ADHD and, as a result, have improved the care and education of our children.
• All the researchers and practitioners in the different fields dedicated to helping children and families with ADHD, LDs, and other disabilities, from whom I have learned so much.
• Diana Anderson-Goetz for writing the extraordinarily powerful family story found in Section 5.1 of this book. I am so grateful to Diana and her wonderful husband and children (Vincent and Victoria) for so courageously and generously sharing their very personal and poignant story that is a must-read for teachers, clinicians, and parents of children with ADHD.
• Karen Easter, one of the mothers I was privileged to meet and befriend at one of my workshops, for sharing her wonderful original poems in this book and earlier editions.
• Decker Forrest, an incredibly talented former student of mine, who was in the eighth grade at the time he drew the illustrations in this book (first published in the 1993 edition).
• Dan’s mother, Jill, for writing and sharing her son’s story on the value of mentorship, which was fi rst published in the original edition (1993) of this book, and Dan, for generously providing his update, in Section 1.9.
• Christine Kreider, Shannon Prior, Itzik Rief, and Julie Heimburge for creating and sharing some of the charts and forms found in the appendix.
• Beverly Shorter and T. Cohen for writing and sharing their wonderful student case studies found in Section 5.2.
• Beth Black for sharing her exemplary high school writing strategies in Section 4.4. • Joe, Susan, Mike, Amy, Joseph, John, Brita, and Brad, who allowed me to interview them and share
their experiences, insights, and tips in excerpts throughout this book. • Marjorie McAneny, my wonderful editor at Jossey-Bass/Wiley in San Francisco, for her guidance and
expertise and for making it a pleasure to write this book and the others we have worked on together over the years. To all of the team I’m privileged to work with at J-B/Wiley . . . you’re the best.
viii
Dedication This book is dedicated in memory of my beloved son, Benjamin, and to all of the children who face struggles in their young lives each day with loving, trusting hearts, hope, and extraordinary courage. I also dedicate this book in loving memory of Levana Estline—dear friend, exceptional teacher, and a blessing to all who knew her.
ix
Contents
Preface * xxv
PART 1: KEY INFORMATION FOR UNDERSTANDING AND MANAGING ADHD
Section 1.1: Understanding ADHD * 3 Clarifying Terms and Labels * 3 Descriptions and Defi nitions * 3 Signs and Symptoms * 4
– Symptoms of Inattention and Associated Problems * 4 – Symptoms of Hyperactivity and Impulsivity and Associated Problems * 5 – Other Common Difficulties Experienced by Children and Teens with ADHD * 7
Three Presentations of ADHD * 8 – Predominantly Inattentive * 9 – Predominantly Hyperactive-Impulsive * 9 – Combined * 9
Statistics and Risk Factors * 9 ADHD and Coexisting Disorders * 10
– Common Coexisting Conditions and Disorders * 11 – Other Disorders and Conditions * 11 – Identifying and Treating Coexisting Disorders * 11
ADHD Look-Alikes * 12 What Is Currently Known about ADHD * 13 ADHD Brain Differences * 14
– Delayed Brain Maturation and Structural Differences * 14 – Diminished Activity and Lower Metabolism in Certain Brain Regions * 15 – Brain Chemical (Neurotransmitter) Ineffi ciency * 15
Causes of ADHD * 15 – Heredity * 15 – Birth Complications, Illnesses, and Brain Injury * 16 – Maternal or Childhood Exposure to Certain Toxins * 16 – Other Environmental Factors * 16
Girls with ADHD * 17 – What We Have Learned * 17
Positive Traits and Strengths * 18 ADHD and the Impact on the Family * 19
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xi Contents
Section 1.2: ADHD and Executive Function Impairment * 21 Definitions of Executive Function (EF) * 21 EF Analogies and Metaphors * 21 EF Components * 22 EF Dysfunction in ADHD * 23 Models Explaining Executive Function Impairment in ADHD * 23
– Barkley’s Model of EF and ADHD * 23 – Brown’s Model of EF and ADHD * 23
Other Information about Executive Functions * 24 What Parents and Teachers Should Keep in Mind * 24
Section 1.3: Making the Diagnosis: A Comprehensive Evaluation for ADHD * 27 Clinical Evaluation for ADHD * 27
– DSM-5 Criteria * 27 – Three Presentations of ADHD * 28 – Changes in the DSM Criteria * 28
Components of a Comprehensive Evaluation for ADHD * 29 – Clinical Interview * 29 – Rating Scales * 29 – Physical Exam * 30 – Observations * 30 – Academic and Intelligence Testing * 30 – Performance Tests * 31
Pursuing an ADHD Evaluation * 31 – Who Is Qualified to Diagnose ADHD? * 31 – Finding a Professional to Evaluate Your Child * 32 – Working with the School in the Evaluation Process * 32
What Teachers and Other School Professionals Need to Know * 32 – Information about Current School Functioning * 32 – Information about the School History * 33 – Points to Keep in Mind * 33
Section 1.4: Multimodal Treatment for ADHD * 35 Multimodal Intervention * 36
– Parent Training * 36 – Medication Therapy (Pharmacological Intervention) * 36 – Behavioral Therapy * 37 – Other Psychosocial Interventions * 37 – Educational Interventions * 37 – Complementary Interventions * 38
Additional Points to Keep in Mind * 41 Caution about Alternative Treatments * 41
xii Contents
Section 1.5: Medication Treatment and Management * 43 Stimulant Medications in the Treatment of ADHD * 43
– How Stimulants Are Believed to Work * 44 – Stimulant Medications Prescribed for Treating ADHD * 44 – Side Effects of Stimulant Medications * 45 – The Titration Process * 45
Nonstimulant ADHD Medications * 46 Other Medications * 46 Additional Information * 46 If a Child or Teen Is Taking Medication: Advice for School Staff and Parents * 47
– What Teachers Need to Know * 47 – What Parents Need to Know * 49
Interview with Mike * 50
Section 1.6: Behavioral Therapy for Managing ADHD * 51 General Principles of Behavior Modifi cation * 52 Home-Based Behavioral Treatment * 52 School-Based Behavioral Treatment * 53 Child-Based Behavioral Treatment * 54 Interview with Joe * 55
Section 1.7: Critical Factors in the Success of Students with ADHD * 57 Interview with Spencer’s Mother * 61
Section 1.8: ADHD in Preschool and Kindergarten * 63 Developmental Signs and Symptoms in Young Children * 63 Red Flags for Possible Learning Disabilities * 64 What the Research Shows * 65
– PATS 2006 * 65 – PATS Six-Year Follow-up * 65
Evaluation, Diagnosis, and Intervention * 66 – AAP Clinical Practice Guidelines for Diagnosis, Evaluation, and Treatment of
Preschool Children * 66 – Parent Concerns and Recommendations * 66 – Child Find and School District Evaluation * 67
More Strategies and Tips for Parents * 67 Kindergarten Academic Skills and Expectations * 68 Research-Supported Intervention Programs for Preschool and Kindergarten * 69
– First Step to Success * 69 – Tools of the Mind * 69
Strategies and Tips for Preschool and Kindergarten Teachers * 69
xiii Contents
Strategies and Tips for Early Childhood Teachers * 71 – What to Do About . . . * 71
Interview with Joe * 72
Section 1.9: ADHD in Middle School and High School * 73 For All Kids This Age * 74
– Challenges of Adolescence * 74 – What All Adolescents Need * 74
ADHD-Related Challenges and Needs * 74 Addressing Coexisting Disorders * 75 School Supports * 75 Aiding the Transition to Middle or High School * 76 Transition Plans * 76 Warning Signs (Red Flags) in Middle School and High School * 77 Warning Signs of Learning Disabilities in Teens * 78 Understanding Their ADHD and Self-Advocacy * 78 The Value of Mentorship * 79 Dan’s Story * 79
Part 1: References * 83
Part 1: Additional Sources and Resources * 89
PART 2: MANAGING THE CHALLENGE OF ADHD BEHAVIORS
Section 2.1: Proactive Classroom Management * 97 Classroom Management Tips * 97
– Create a Climate for Success * 97 – Establish Classroom Rules (Behavioral Standards) * 98 – Teach Procedures and Routines * 99 – Use Auditory and Visual Cues and Prompts * 99 – Positively Reinforce (Reward) Desired Behavior * 100 – Use Your Proximity and Movement * 102 – Accommodate Students’ Need to Move * 102
Environmental Supports and Accommodations in the Classroom * 102 – Student Seating * 102 – Space, Materials, and Minimizing Environmental Distractions * 103 – Using Music * 104
Other Important Strategies and Tips * 104 Common Triggers or Antecedents to Misbehavior * 104 Address Student Misbehavior * 105 Parent Tips: Behavior Management at Home * 107 Interview with Brad * 108
xiv Contents
Section 2.2: Preventing Behavior Problems during Transitions and Less Structured Times * 111
Parent Tips: Preventing Behavior Problems Outside the Home * 113
Section 2.3: Class (Group) Behavior Management and Incentive Systems * 115 Positive-Only Group Reinforcement Systems * 115
– Praise and Positive Attention * 115 – Table or Team Points * 115 – Daily or Weekly Target Goals * 116 – Tokens in a Jar * 116 – Chart Moves * 116 – Raffles or Lotteries * 116 – Individual Stamp Cards * 117 – Unsolicited Compliment Rewards * 117 – Lottery Grid, 100 Chart, or Class Bingo Board * 117 – Mystery Motivator * 118
Reinforcement Systems That Also May Involve Fines or Deductions * 118 – Token Economy System * 118 – Group Response Cost * 119 – Good Behavior Game * 119 – Electronic Feedback Point System—Class Dojo * 119 – Scoreboards, T-Charts, Teacher-Student Points * 120
What to Do about Students Whose Behavior Interferes with Group Success * 121 Points to Keep in Mind * 121
Section 2.4: Individualized Behavior Supports and Interventions * 123 Target Behaviors * 123 Individualized Interventions * 123
– Goal Sheets * 124 – Contingency Contracts * 124 – Token Economy and Token Programs * 125 – Daily Report Cards (DRCs) * 125 – Check-In Check-Out (CICO) * 130 – Direct Behavior Ratings * 131 – Other Behavior Charts and Monitoring Forms * 131 – For All Positive Incentive Programs * 131 – Other Individualized Behavioral Interventions * 132
Understanding the ABCs of Behavior * 135 Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs) * 136
– What Is an FBA? * 136 – What Is a BIP? * 137
xv Contents
Section 2.5: Strategies to Increase Listening, Following Directions, and Compliance * 139
Strategies and Tips for Teachers * 139 Parent Tips: Getting Your Child to Listen and Follow Your Directions * 140 Increasing Compliance * 141 Oppositional Defiant Disorder and ADHD * 142
Section 2.6: Managing Challenging Behavior: Strategies for Teachers and Parents * 143
Strategies for Addressing Impulsive and Hyperactive Behaviors * 143 Parent Tips: More Strategies for Managing Your Child’s Hyperactive-Impulsive Behavior * 146 Strategies for Emotional Regulation and Control * 146
– Prevention Strategies for Teachers * 146 – More Teacher Strategies to Aid Calming and Avoid Escalation * 148
Parent Tips: Prevention Strategies for Frustration, Anger, and Melt-Downs * 149 Dealing with Argumentative and Oppositional Behavior * 150
Section 2.7: School-Based Social Skills Interventions * 153 ADHD-Related Diffi culties * 153 Skill Deficits versus Performance Defi cits * 154 The Impact on Children and Families * 154 Classroom Interventions * 155 Schoolwide Programs and Interventions * 156
– Schoolwide Positive Behavior Supports (SWPBS) and Positive Behavior Intervention and Supports (PBIS) * 156
– Social Skills Programs and Materials * 157 – Social-Emotional Learning Programs * 158
Goal-Setting Tips * 158 Social Skill Lesson Plan * 160 Report Form: Social Skills * 163
Part 2: References * 165
Part 2: Additional Sources and Resources * 169
PART 3: INSTRUCTIONAL, LEARNING, AND EXECUTIVE FUNCTION STRATEGIES
Section 3.1: Attention!! Strategies for Engaging, Maintaining, and Regulating Students’ Attention * 177
Getting and Focusing Students’ Attention * 177 – Auditory Techniques * 177 – Visual Techniques * 177 – The Tech Advantage * 178 – Arousing Students’ Curiosity and Anticipation * 178 – Liven It Up * 178
xvi Contents
– Make It Personal * 178 – Organize Student Thinking * 179
Maintaining Students’ Attention through Active Participation * 179 – General Tips for Keeping Students Engaged * 179 – Questioning Techniques to Increase Student Engagement and Response Opportunities * 180
Keeping Students On-Task During Seatwork * 183 Teacher Tips for Helping Inattentive, Distractible Students * 184 Parent Tips: Helping Your Inattentive, Distractible Child * 186 Self-Monitoring Attention (Self-Regulatory Techniques) * 188
Section 3.2: Research-Based Instructional Approaches and Interventions * 191 Universal Design for Learning (UDL) * 191 Differentiated Instruction * 192
– A Word about Multisensory Instruction, Learning Style Preferences, and Multiple Intelligences * 193
– Explanation to Students Regarding Differentiation * 194 Student Learning Style/Interest Interview * 194 Response to Intervention (RTI) * 196
– Essential Components of RTI * 197 – The Three-Tiered Model of Intervention * 197 – A Word about RTI and the Individuals with Disabilities Education Act (IDEA) * 199
Peer-Mediated Instruction and Intervention * 199 – Classwide Peer Tutoring * 199 – Cooperative Learning * 200
Blended Learning * 203 – Models of Blended Learning * 204 – The Technology * 204
Designing Interventions for Struggling Learners: Key Instructional Components * 204 Interview with Amy * 205 Interview with Brita * 206
Section 3.3: Organization and Time Management * 207 What Teachers Can Do to Help with Organization * 208 Parent Tips: Helping Your Child with Organization * 211 What Teachers Can Do to Help with Time Management * 213
– Time Awareness * 213 – Assignment Sheets, Student Planners, and Calendars * 214 – Schedules * 215 – Long-Term Projects * 215 – Other Ways Teachers Can Help with Time Management * 215
Parent Tips: Helping Your Child with Time Management * 216
xvii Contents
Section 3.4: The Homework Challenge: Strategies and Tips for Parents and Teachers * 219
Homework Tips for Parents * 220 – Create the Work Environment * 220 – Develop a Homework Routine and Schedule * 220 – Organize Homework Supplies * 220 – Prepare and Structure * 221 – Help during Homework * 221 – Increase Motivation and Work Production * 222 – Communicate with Teachers about Homework Issues * 223 – Other Ways to Help * 223
Homework Tips for Teachers * 223 – Communicate Clearly * 224 – Provide Monitoring and Support * 224 – Increase Motivation * 226 – Keep Things in Perspective * 226 – More Tips * 227
Section 3.5: Learning Strategies and Study Skills * 229 What Are Learning Strategies? * 229 Metacognition and Metacognitive Strategies * 229
– Defi nitions * 229 – Metacognitive Questions * 230 – Metacognitive Strategies * 230
Cognitive Learning Strategies * 231 – Defi nition * 231 – Cognitive Strategies * 231
More Learning and Study Strategies * 233 – Note Taking * 233 – Graphic Organizers * 235 – Resource Materials * 235 – Review Games * 235
Interview with Susan * 236
Section 3.6: Memory Strategies and Supports * 237 Definitions and Descriptions of Working Memory * 237 Working Memory Deficits and ADHD * 238 Difficulties Associated with Poor Working Memory * 238 Supports and Accommodations for Memory Weaknesses * 239 Cognitive Working Memory Training (CWMT) Programs * 240
xviii Contents
Mnemonics * 241 – Keyword Mnemonics * 241 – Pegword Mnemonics * 241
Music and Rhyme * 242 Other Memory Strategies and Tips * 242 Multimodal and Memory Techniques for Learning Multiplication Tables * 243
– Auditory * 243 – Visual and Tactile * 244 – Verbal * 245 – Mnemonic (Memory) Devices * 245 – Conceptual * 246
Memory Techniques for Other Hard-to-Remember Information * 246
Part 3: References * 247
Part 3: Additional Sources and Resources * 251
PART 4: STRATEGIES AND SUPPORTS FOR READING, WRITING, AND MATH
Section 4.1: Common Reading and Writing Diffi culties * 257 The Reading Process: What Good Readers Do * 257 Coexisting Learning Disabilities * 258
– Definition of Dyslexia * 259 – Instruction for Students with Dyslexia * 259
Tips for Parents: If You Suspect Your Child Has a Reading Disability * 260 Common Reading Errors and Weaknesses in Students with ADHD * 261
– Inattention-Related Reading Errors and Diffi culties * 261 – Impulsivity-Related Reading Errors and Diffi culties * 261 – Working Memory–Related Errors and Diffi culties * 261 – Metacognition-Related Errors and Diffi culties * 262 – Other Executive Function–Related Diffi culties * 262 – Processing Speed–Related Errors and Diffi culties * 262
Steps of the Writing Process and Potential Problems * 263 Why Writing Is a Struggle * 263
– Planning and Organization * 264 – Attention and Inhibition * 264 – Working Memory and Retrieval * 264 – Shifting and Cognitive Flexibility * 264 – Self-Monitoring * 264 – Speed of Written Output and Production * 265 – Language * 265 – Graphomotor Skills * 265 – Spelling * 265
xix Contents
Section 4.2: Decoding, Fluency, and Vocabulary * 267 Word Recognition and Decoding * 268 Fluency * 269
– Factors That Contribute to Fluency * 269 – Fluency-Building Strategies * 269 – Additional Fluency Strategies * 270 – Remediation Challenge * 271 – Tips for Oral Reading in the Classroom * 271 – Tips for Independent Reading * 271
Vocabulary * 272 – Strategies for Vocabulary Development and
Working with Words * 272 – Points to Keep in Mind * 273
Parent Tips: Reading Strategies * 274
Section 4.3: Reading Comprehension * 277 Strategies throughout the Reading Process * 277
– Before-Reading Strategies * 277 – During-Reading Strategies * 278 – After-Reading Strategies * 279
The Importance of Teacher Modeling of Strategic Reading * 280 Graphic Organizers * 280 More Key Comprehension Strategies * 281
– Summarizing * 281 – Narrative Text Structure * 281 – Expository or Informational Text Structure * 281 – Close Reading * 282
Other Reading Comprehension Strategies * 283 – Anticipation Guide * 283 – Directed Reading-Thinking Activity (DRTA) * 283 – Imagery and Visualization * 283 – KWL (and Variations) * 283 – GIST * 283 – PASS * 284 – Reciprocal Teaching * 284 – Question-Answer Relationships (QAR) * 284 – Journal Entries * 285 – Literature Logs * 285 – Retelling * 285 – Hot Seat * 285 – Readers Theater * 285
xx Contents
Classroom Book Clubs * 285 – What Is a Classroom Book Club? * 285 – The Benefits of Book Clubs * 286 – Book Club Folders * 287
Parent Tips: Strengthen Comprehension and Motivate Your Child to Read * 287 Interview with John * 288
Section 4.4: Writing: Strategies, Supports, and Accommodations * 291 Prewriting, Planning, and Organizing * 291
– Prewriting Techniques in the Classroom * 291 – Using Planning Forms and Visual Organizers * 292 – Apps and Software * 293 – Thinking and Questioning * 293 – Mnemonic Strategies * 294 – Other Instructional Techniques in the Prewriting Stage * 294
Parent Tips: Help Your Child with Prewriting * 295 Strategies for Building Skills in Written Expression * 296
– Instructional Approaches * 296 – Teaching Sentence Structure and Expanded Word Choices * 297 – Teaching Students to Compose a Draft * 298 – Teaching Self-Monitoring * 298 – Apps and Software * 299
Parent Tips: Help Your Child in the Drafting and Composing Stage * 301 Strategies for Revising and Editing * 302
– Strategies for Helping Students with Revision * 302 – Strategies for Helping Students with Editing * 303
Mnemonic Proofreading Strategies * 304 Other Tips for Teachers * 304 Strategies to Bypass and Accommodate Writing Diffi culties * 305
– Tips for Teachers * 305 – Assistive Technology * 306
Section 4.5: Spelling and Handwriting * 309 Helping Children with Spelling Diffi culties * 309
– Spelling Challenges * 309 – Spelling Instruction * 310 – Motivating, Multisensory Techniques to Practice Spelling * 311 – Other Techniques for Spelling * 312 – Additional Spelling Tips * 313
Improving Handwriting and Legibility of Written Work * 313 – Dysgraphia and Other Handwriting Struggles * 313 – Handwriting Tips and Strategies * 314
xxi Contents
– Handwriting Programs and Apps * 315 – Tactile-Kinesthetic Techniques to Motivate Practice * 315 – Additional Tips * 316
Section 4.6: Mathematics * 319 Math Difficulties Associated with ADHD and Learning Disabilities * 319
– Attention Weaknesses * 319 – Memory Weaknesses * 319 – Other Executive Skill Weaknesses * 320 – Sequencing Weaknesses * 320 – Visual-Motor, Fine Motor, and Spatial-Organization Weaknesses * 321 – Language Weaknesses * 321 – Written Expression Weaknesses * 321
Mathematics: Standards and Student Expectations * 321 – National Council of Teachers of Mathematics (NCTM) Standards * 321 – Common Core State Standards (CCSS) * 323 – Key Shifts in Mathematics Instruction * 323 – The Challenge for Students with ADHD * 323
Mathematics Instruction * 324 – Word Problems * 324 – Instructional Formats and Routines * 325 – Instructional Tips * 326
More Math Strategies, Supports, and Accommodations * 327 Parent Tips: Strengthen Your Child’s Math Skills * 329 Connecting Math to Writing and Literature * 330
Part 4: References * 333
Part 4: Additional Sources and Resources * 337
PART 5: PERSONAL STORIES AND CASE STUDIES
Section 5.1: A Parent’s Story . . . What Every Teacher, Clinician, and Parent of a Child with ADHD Needs to Hear * 343
Vincent (Seventeen Years Old, High School Senior) * 343 – Medical History * 343 – Social/Educational History (Narrative) * 344 – Diagnosis, Part I * 347 – First- Through Third-Grade Educational Supports * 347 – Fourth and Fifth Grades and Diagnosis, Part II * 349 – Sixth through Twelfth Grades * 350 – Discipline * 351 – Avoiding Power Struggles * 352 – Assistive Technology * 352
xxii Contents
– Note Taker in Math * 353 – Drama * 353 – Creativity, Empathy, Care, and Concern in Teaching * 353 – Medication * 354 – Good Communication * 354 – Behavioral Plan * 354 – High Expectations for Success * 356 – Therapeutic Interventions * 356 – The Saga Continues * 357
Everything Ripples: The Education of Vincent and Victoria * 358 – Everything Ripples * 358 – Handwriting and the Generation Gap? * 359 – YOU Will Have FUN Whether You LIKE It or NOT! * 360 – Are We Having FUN Yet? * 362 – Readiness Is Everything, Except . . . * 364 – Goodness of Fit and Dead Meat * 365 – College and Professional Development * 367 – Learning Strategies Ripple, Too . . . * 369
Notes on Section 5.1 * 372
Section 5.2: Student Case Studies and Interventions * 375 Chloe (Seven Years Old, First Grade) * 375
– Student Profi le * 375 – Current Performance Levels * 375 – Desired Outcomes for Chloe * 376 – Intervention Plan * 376 – Teaming with School Staff * 378 – Teaming with Parents * 379
Anne (Eleven Years Old, Sixth Grade) * 379 – Student Profi le * 379 – Intervention Plan * 381 – Follow-up (Reported Spring Trimester of Sixth-Grade School Year, Provided by Mrs. Shorter) * 383 – Follow-up (Tenth-Grade School Year) * 383
Part 5: References * 385
PART 6: COLLABORATIVE EFFORTS AND SCHOOL RESPONSIBILITIES IN HELPING STUDENTS WITH ADHD
Section 6.1: Teaming for Success: Communication, Collaboration, and Mutual Support * 389 The Necessity of a Team Approach * 389 The Parents’ Role in the Collaborative Team Process * 390
– Know Your Child’s Educational Rights * 391 – Be an Effective Advocate at Team Meetings * 391
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– Maintain Records * 392 – If Requesting an Evaluation from the School District * 392 – Ensure the Right Care from Doctors and Other Clinicians * 393 – More Advocacy and Communication Tips for Parents * 393
The Educators’ Role in the Collaborative Team Process * 394 – Establish Communication and a Positive Relationship * 394 – Be Proactive * 395 – Give Teachers the Supports and Training They Need * 396 – Keep in Mind * 397
The Clinicians’ Role in the Collaborative Team Process * 397 Cultural Sensitivity in Communication with Parents * 398
Section 6.2: The Role of the School’s Multidisciplinary Team * 399 The Student Support Team (SST) Process * 399
– The Role of the School * 400 – The Role of Teachers * 401
Multi-Tier System of Supports (MTSS) * 401 – Response to Intervention (RTI) * 402 – Positive Behavioral Intervention and Supports (PBIS) * 402 – More about MTSS * 402 – Additional Points * 402
If You Suspect a Student Has ADHD: Recommendations for Teachers and Other School Personnel * 403 – Caution and Tips for Teachers * 404
School-Based Assessment for ADHD * 404 – Interpreting the Data and Next Steps * 405
Section 6.3: School Documentation and Communication with Medical Providers and Others * 407
Communication with Physicians * 407 – School Letter to Steven’s Physician * 408 – School Letter to Lucas’s Physician * 409 – School Letter to Christina’s Physician * 410
Communication between Schools * 411 – Letter Regarding Damien * 411
Teacher Documentation * 413 – Letter Requesting Teachers to Complete ADHD Behavioral Rating Forms * 413 – Sample Letters for Parents Requesting an Evaluation from the School District * 413
Section 6.4: Federal Laws and Educational Rights of Students with ADHD * 415 Individuals with Disabilities Education Act (IDEA) * 415
– Overview * 415 – The IEP Process * 417 – Eligibility for Students with ADHD under OHI or SLD Categories * 419
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Section 504 of the Rehabilitation Act of 1973 * 420 Americans with Disabilities Act Amendments Act of 2008 (ADAAA) * 421
– Changes to Section 504 as of ADA Amendments Act of 2008 (ADAAA) * 421 – Additional Important Information about Section 504 * 421 – 504 Accommodations * 422
Which Is More Advantageous for Students with ADHD: An IEP or a 504 Plan? * 422 Disciplining Students with Disabilities under IDEA 2004 * 423
– Removal from School (Suspensions and Expulsions) * 423 – Manifestation Determination Review * 424 – FBA and BIP * 424 – More Rights and Requirements under the Law * 424 – Protections for Students Who Do Not Have IEPs * 425
Part 6: References * 427
Part 6: Additional Sources and Resources * 429
APPENDIX: FORMS * 433 A.1: ___’s Daily Report * 434 A.2: My Behavior Report * 435 A.3A: Daily Report * 436 A.3B: Daily Report Card * 437 A.3C: Daily/Weekly Report Card * 438 A.3D: Daily Behavior Report * 439 A.4: Daily Monitoring Report * 440 A.5: Self-Monitoring Behavior Log * 441 A.6: Notebook Check * 442 A.7: Homework Assignments * 443 A.8: Homework Tracking Sheet * 444 A.9: Book Club Roles * 445 A.10: Book Club Culminating Activities * 447 A.11: Five-Paragraph Persuasive Essay Rubric * 449 A.12: Research Log * 450
INDEX: * 451
Preface This book offers comprehensive guidance to everyone engaged in the positive education of children and teens who have been diagnosed with ADHD or who show signs and symptoms of this disorder. Whether you are a classroom teacher or a parent; a special education teacher, counselor, or psychologist; or a school or district administrator, this book will be a valuable resource. You’ll find information, techniques, and strategies to help these students succeed. While the book addresses the specific needs of students with ADD/ADHD, the strategies are also appropriate and recommended for all children and teens who appear to have executive function weaknesses or who are experiencing any learning, attention, or behavioral diffi culties.
This third edition has been completely revised and updated since the second edition, which was published a decade ago. Because much of the information and strategies are for teens as well as children, I revised the title as well, to refl ect the inclusion of adolescents. When I wrote the fi rst edition of this book (then titled How to Reach and Teach ADD/ADHD Children) back in 1993, awareness of attention-deficit/hyperactivity disorder, as well as information and resources available to parents and teachers, were minimal at best. There were no other published books at that time addressing the educational needs of students with ADD/ADHD, providing practical strategies to implement at home and school to help these children succeed in school.
Since that time, a tremendous amount of information has become easily accessible, and far more resources than ever before are available to parents, educators, and those who work with and treat children and teens with ADHD. However, there is still a great deal of misinformation and many myths surrounding this disorder. There are still countless children and teens who have ADHD and who have been suffering and experiencing school failure due to their lack of identification or treatment and misinterpretation of their behaviors by teachers and others, who don’t understand this brain-based disorder and its impact.
For easy use, this resource is organized into six parts providing comprehensive, up-to-date, practical guidance on a variety of topics relevant to parents and educators, as well as reproducible tools in the appendix, and additional resources. There are thirty-four sections filled with useful information and strategies within these categories:
Part 1: Key Information for Understanding and Managing ADHD Part 2: Managing the Challenge of ADHD Behaviors Part 3: Instructional, Learning, and Executive Function Strategies Part 4: Strategies and Supports for Reading, Writing, and Math Part 5: Personal Stories and Case Studies Part 6: Collaborative Efforts and School Responsibilities in Helping Students with ADHD
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xxvi Preface
A lot of the content of this book has been adapted not only from the 2005 edition but from my other books published by Jossey-Bass/Wiley, particularly these sources (which you may be interested in exploring for further information, tools, and strategies):
The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with Attention Deficit Disorders, Second Edition (2015)
The Dyslexia Checklist: A Practical Guide for Parents and Teachers (coauthored with Judith Stern, 2010)
The ADD/ADHD Checklist: An Easy Reference for Parents and Teachers, Second Edition (2008)
For even more information and tools, find the bonus content as well as the appendix materials provided online at this link: www.wiley.com/go/adhdreach. The password is the last five digits of the ISBN, which is 9781118937785. See the table of contents for bonus content topics. Some of the management charts and forms in the appendix can be customized to your needs when accessed online before printing.
A number of strategies and recommendations in this book come from what I have learned from my many students with ADHD and learning disabilities, their families, and my colleagues during the twenty-three years I was teaching in public schools. In addition, I have had the privilege of observing hundreds of classrooms and working with scores of educators across the United States and internationally. I am grateful for the openness of the many wonderful teachers and parents, who so willingly shared their ideas, strategies, struggles, and successes. Their stories and insights have inspired me and taught me so much.
I have been very fortunate to meet extraordinary people over the years who have generously and openly shared with me their experiences and insights. Throughout this book, there are excerpts of some interviews I have conducted with teens and adults from across the country who grew up with ADHD, authentic case studies from teachers, and the powerful personal story (Section 5.1) written by a friend of mine and mother of two (now adult) children with ADHD. I urge you all to read them. These interviews and accounts illustrate the positive difference that a single caring adult (particularly a teacher) can make in the life of a child or teen with ADHD. The writing on a plaque my friend saw years ago (author unknown) beautifully summed it up this way:
“Teachers affect eternity. One can never tell where their infl uence ends.”
It is always preferable to be able to identify children with ADHD or any special needs early and then initiate interventions and supports at a young age in order to avoid some of the frustration, failure, and subsequent loss of self-esteem. However, it is never too late to help a child. In many cases, the kind of help that makes a difference does not take a huge effort on our part. Sometimes even small changes (such as in the way we respond to our child or teen) can lead to significant improvements. If I am able to convey any single message with this book, I wish for it to be one of hope and optimism. When we work together—providing the necessary structure, guidance, encouragement, and support—each and every one of our children can succeed!
Sandra F. Rief
p a r t
1 Key Information
for Understanding
and Managing ADHD
Section 1.1: Understanding ADHD
Section 1.2: ADHD and Executive Function Impairment
Section 1.3: Making the Diagnosis: A Comprehensive Evaluation for ADHD
Section 1.4: Multimodal Treatment for ADHD
Section 1.5: Medication Treatment and Management
Section 1.6: Behavioral Therapy for Managing ADHD
Section 1.7: Keys to School Success for Students with ADHD
Section 1.8: ADHD in Preschool and Kindergarten
Section 1.9: ADHD in Middle School and High School
1
