Contents

Introduction

Part 1: Key Information for Understanding and Managing ADHD

Section 1.1: Understanding Attention-Deficit/Hyperactivity Disorder

Definitions and Descriptions of ADHD

Behavioral Characteristics of ADHD

The Predominantly Inattentive Type of ADHD

The Predominantly Hyperactive-Impulsive Type of ADHD

Positive Traits and Characteristics Common in Many Children, Teens, and Adults with ADHD

Girls with Attention-Deficit Disorders

ADHD and the “Executive Functions”

ADHD “Look Alikes”

ADHD and Co-Existing (or Associated) Disorders

Statistics and Risk Factors

What Is Currently Known About ADHD

What May Be the Causes of ADHD

What Is Not Known About ADHD

ADHD and the Impact on the Family

Section 1.2: Making the Diagnosis

The Components of a Comprehensive Evaluation for ADHD

Who Is Qualified to Evaluate a Child for ADHD?

Section 1.3: Multimodal Treatments for ADHD

Management Strategies

AAP Guidelines and Additional Points

A Word About Alternative and Unproven Treatments

Section 1.4: Medication Treatment and Management

Psychostimulant (Stimulant) Medications

Antidepressants

Atomoxetine (Strattera™)

Other Medical Treatments

What Teachers and Parents Need to Know If a Child/Teen Is on Medication

Advice for Parents

Interview with Mike

Section 1.5: Do’s and Don’ts for Teachers and Parents

Advice for Teachers

Advice for Parents

Interview with Spencer’s Mother

Interview with Steve

Section 1.6: Critical Factors in the Success of Students with ADHD

Interview with Joe

Section 1.7: ADHD and Social Skills Interventions

Skill Deficits Versus Performance Deficits

Interventions for Social Skills Problems

School Interventions

Child Social Skills Interventions

Parent Interventions

Summer Treatment Programs

Section 1.8: ADHD in Preschool and Kindergarten

Parent Concerns and Recommendations

Preschool and Kindergarten Classroom Strategies for Success

Creating the Climate for Success

Management Techniques in Kindergarten

What Else Is Important?

What to Do About . . .

Section 1.9: ADHD in Middle School and High School

What All Adolescents Need

The Value of Mentorship

Dan’s Story

The Core Symptoms of ADHD During Adolescence

How Parents Can Help

Why Can’t They “Act Their Age”?

School Supports

Exemplary Model Program for Students with ADHD (The ADHD Zero Point Program)

Looping in Middle School

Student Support Teams

Warning Signs of Trouble in Middle School and High School

Warning Signs of Learning Disabilities in Secondary School Children

Interview with Joe

Part 1: Recommended Resources

Part 2: Managing the Challenge of ADHD Behaviors

Section 2.1: Classroom Management and Positive Discipline Practices

Common Triggers or Antecedents to Misbehavior

Classroom Management Tips

Addressing Student Misbehavior

Possible Corrective Consequences

Interview with Brad

Section 2.2: Preventing or Minimizing Behavior Problems During Transitions and Less Structured Times

Some Ways to Help

Section 2.3: Individualized Behavior Management, Interventions, and Supports

Understanding the ABCs of Behavior

Target Behaviors

Goal Sheets

Home Notes and Daily Report Cards

Chart Moves

Contracts

Token Economy or Token Programs

Response Costs

Self-Monitoring

Rewards

Strategies to Aid Calming and Avoid Escalation of Problems

Tips for Dealing with “Challenging” or “Difficult” Kids

What Is an FBA?

What Is a BIP?

Guiding Questions for Behavioral Issues

Section 2.4: Strategies to Increase Listening, Following Directions, and Compliance

Tips for Teachers and Parents

Compliance Training

Section 2.5: Attention!! Strategies for Engaging, Maintaining, and Regulating Students’ Attention

Getting and Focusing Students’ Attention

Maintaining Students’ Attention Through Active Participation

Questioning Techniques to Increase Student Response Opportunities

Keeping Students On-Task During Seatwork

Tips for Helping Inattentive, Distractible Students

Self-Monitoring Attention and Listening Levels (Self-Regulatory Techniques)

Part 2: Recommended Resources

Part 3: Instructional and Academic Strategies and Supports

Section 3.1: Reaching Students Through Differentiated Instruction

What Differentiation Means

What Can Be Differentiated?

Flexible Grouping

Multiple Intelligences

Layered Curriculum

Interview with Bob

Section 3.2: Multisensory Instruction

Multisensory Strategies for Learning Multiplication Tables

Multisensory Spelling Strategies and Activities

Instructional Suggestions for Teachers

Accommodations and Modifications

Interview with Brita

Section 3.3: Reaching Students Through Their Learning Styles and Multiple Intelligences

Learning Styles

Environmental Adaptations and Accommodations

Multiple Intelligences

Student Learning Style/Interest Interview

Interview with Amy

Section 3.4: The Advantages of Cooperative Learning for Students with ADHD

The Five Elements of Cooperative Learning

Getting Started with Group Work

Structuring to Achieve Positive Interdependence

Teaching Social Skills Through Cooperative Learning

Section 3.5: Organization, Time Management, and Study Skills

What Teachers and Parents Can Do to Help Build Organization Skills

What Teachers and Parents Can Do to Help with Time Management

Section 3.6: Learning Strategies and Study Skills

Learning Strategies

Study Skills

Interview with Susan

Section 3.7: Writing and Reading Challenges for Students with ADHD

Why Writing Is Such a Struggle for Students with ADHD

Common Reading Difficulties in Children and Teens with Attention-Deficit Disorders

Reading Disabilities/Dyslexia

What Research Tells Us About Learning to Read and Reading Difficulties

What Is Known About Effective Intervention for Struggling Readers

Section 3.8: Written Language Strategies, Accommodations, and Interventions

Strategies to Help with Planning/Organizing (Pre-Writing)

Strategies for Improving Fine Motor, Handwriting, Written Organization, and Legibility

Strategies for Bypassing and Accommodating Writing Difficulties

Section 3.9: Strategies for Building Written Expression and Editing Skills

Written Expression—Strategies and Support

More Instructional Recommendations

Help with Editing Strategies and Other Tips

Section 3.10: Reading Strategies and Interventions

The Reading Process: What Good Readers Do

Strategies for Building Word Recognition, Reading Vocabulary, and Fluency

Independent Reading

Oral Reading Strategies

Vocabulary Enhancement

Reading Tips and Strategies for Parents

Research-Based Reading Intervention Programs

Interview with Malinda

Section 3.11: Reading Comprehension Strategies and Interventions

Pre-Reading Strategies

During-the Reading Strategies

After-Reading Strategies

Graphic Organizers (Graphic Outlines or Graphic Aids)

Other Reading Comprehension/Meaning-Making Strategies

Other Active Reading/Discussion Formats

Book Projects/Activities

Interview with John

Section 3.12: Mathematics: Challenges and Strategies

Math Difficulties Associated with ADHD

Math Strategies and Interventions

National Council of Teachers of Mathematics (NCTM) Standards

Part 3: Recommended Resources

Part 4: Personal Stories and Case Studies

Section 4.1: A Parent’s Story: What Every Teacher and Clinician Needs to Hear

A Parent’s Story

Section 4.2: Case Studies and Interventions (Adam and Vincent)

Adam (Twelve Years Old, Seventh-Grade Student)

Vincent (Seventeen Years Old, High School Senior)

Part 5: Collaborative Efforts and School Responsibilities in Helping Children with ADHD

Section 5.1: Teaming for Success: Communication, Collaboration, and Mutual Support

The Necessity of a Team Approach

The Parents’ Role in the Collaborative Team Process

The Educators’ Role in the Collaborative Team Process

The Clinicians’ Role in the Collaborative Team Process

Cultural Sensitivity and Its Impact on Effective Communication and Collaboration

Final Thoughts on Home/School Collaboration

Section 5.2: The Role of the School’s Multidisciplinary Team

The Student Support Team (SST) Process

If You Suspect a Student Has ADHD

The School’s Role and Responsibilities in the Diagnosis of ADHD

School-Based Assessment for ADHD

Section 5.3: School Documentation and Communication with Medical Providers and Others

Communication with Physicians

Communication Between Schools

Communication with Community Health Providers/Organizations

Teacher Documentation

Section 5.4: Educational Laws and Rights of Students with ADHD

Individuals with Disabilities Act (IDEA)

Section 504

Which One May Be Better for a Student with ADHD—A 504 Plan or an IEP?

Disciplining Students with Disabilities Under Special Education Law

The Reauthorization of IDEA

IDEA 2004

No Child Left Behind (NCLB)

Section 5.5: Innovative Collaborative Programs for Helping Children with ADHD

The Utah Model—Intermountain Health Care’s (IHC’s) Care Management System for ADHD

Project for Attention Related Disorder (PARD) of San Diego, California

OU Pediatrics/Kendall Whittier Elementary—Collaborative Model of Care in Tulsa, Oklahoma

Insights from Dr. Donald Hamilton, OU Pediatrics

More Innovative Programs and Projects for Improving the Lives of Those with ADHD

Part 6: Additional Supports and Strategies

Section 6.1: Stress Reduction, Relaxation Strategies, Leisure Activities, and Exercise

Fun and Laughter

Breathing Techniques

Yoga and Slow Movement Exercises

Visualization and Guided Imagery

Music

Leisure Activities, Recreation, and Hobbies

Exercise and Sports

Section 6.2: Music for Relaxation, Transitions, Energizing, and Visualization

Music for a Calming Effect

Music for Moving from Here to There

Music for Transitional Times

Effect of Music on Mood

Interview with Bruce

“It is both a pleasure and a privilege to provide this strong and unequivocal endorsement of so informative and consumer-friendly a book as this one. Grounded in the latest science of ADHD, filled with exceptionally detailed advice . . . parents and educators will find this book to be exceptionally useful in raising a successful ADHD child.”

—Russell A. Barkley, Ph.D., professor of psychiatry, Medical University of South Carolina, and author of Taking Charge of ADHD

“For over a decade, Sandra Rief’s How to Reach and Teach Children with ADD/ADHD has been the most definitive and user-friendly ‘go-to’ guide for teachers and parents eager to help children with ADHD succeed in school, home, and life overall. Now updated with the latest research findings from the last ten years, this book outstrips even the original. Unlike so many other volumes, this book is hands-on, well-organized, extremely readable, and full of the kind of wise, practical advice that only comes from someone who has been there (and continues to be there!) helping teachers, parents, children, and youth struggling with ADHD. I especially like the focus on different ages, school settings, and subjects. My highest recommendation for this book, and my greatest praise for Sandra making this invaluable resource available!”

—Peter S. Jensen, M.D., director, Center for the Advancement of Children’s Mental Health and Ruane Professor of Child Psychiatry at Columbia University

“Sandra Rief is one of the most astute as well as compassionate voices in the world about ADHD. She really gets it, and this book will give you what she gets. A wonderful contribution and valuable, practical resource for all teachers, parents, and clinicians.”

—Edward Hallowell, M.D., author of When You Worry About the Child You Love and coauthor of Driven by Distraction

“This valuable resource should be at every teacher’s fingertips! Sandra Rief offers current research-based strategies and information on ADHD that are a must read for every educator.”

—Ellen Stantus, special education director, Davis School District, Farmington, Utah

“This book not only addresses the latest research on this neuro-biological difference, but goes further by offering creative strategies for home and school in order to help these students reach their full potential. As always, Sandra Rief fills her book with what to do about it.”

—Jill Murphy, special educator, ADHD life skills and academic coach, ADD Resources Parent Support, and mother of two children with ADD/ADHD, Bonney Lake, Washington

Jossey-Bass Teacher

Jossey-Bass Teacher provides K–12 teachers with essential knowledge and tools to create a positive and lifelong impact on student learning. Trusted and experienced educational mentors offer practical classroom-tested and theory-based teaching resources for improving teaching practice in a broad range of grade levels and subject areas. From one educator to another, we want to be your first source to make every day your best day in teaching. Jossey-Bass Teacher resources serve two types of informational needs—essential knowledge and essential tools.

Essential knowledge resources provide the foundation, strategies, and methods from which teachers may design curriculum and instruction to challenge and excite their students. Connecting theory to practice, essential knowledge books rely on a solid research base and time-tested methods, offering the best ideas and guidance from many of the most experienced and well-respected experts in the field.

Essential tools save teachers time and effort by offering proven, ready-to-use materials for in-class use. Our publications include activities, assessments, exercises, instruments, games, ready reference, and more. They enhance an entire course of study, a weekly lesson, or a daily plan. These essential tools provide insightful, practical, and comprehensive materials on topics that matter most to K–12 teachers.

Copyright © 2005 by Sandra F. Rief. All rights reserved.

Published by Jossey-Bass

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About the Author

Sandra F. Rief, M.A., is a leading educational consultant, author, and speaker on effective strategies and interventions for helping students with learning, attention, and behavioral challenges. Sandra presents seminars, workshops, and keynotes nationally and internationally on this topic. She received her B.A. and M.A. degrees from the University of Illinois. Sandra was formerly an award-winning teacher (1995 California Resource Specialist of the Year) with over twenty-three years’ experience teaching in public schools.

Sandra is the author of several books and publications, including the following published by John Wiley & Sons: The ADHD Book of Lists; How to Reach and Teach All Students in the Inclusive Classroom (co-authored with Julie Heimburge); The ADD/ADHD Checklist: An Easy Reference for Parents & Teachers; and Alphabet Learning Center Activities Kit (co-authored with Nancy Fetzer).

Sandra also developed and presented the acclaimed educational videos ADHD & LD: Powerful Teaching Strategies and Accommodations; How to Help Your Child Succeed in School: Strategies and Guidance for Parents of Children with ADHD and/or Learning Disabilities; ADHD: Inclusive Instruction & Collaborative Practices, and together with Linda Fisher and Nancy Fetzer, the videos Successful Classrooms: Effective Teaching Strategies for Raising Achievement in Reading and Writing and Successful Schools: How to Raise Achievement & Support “At-Risk” Students.

Sandra is a past member of the CHADD National Professional Advisory Board and was on the faculty of NICHQ (National Initiative for Children’s Healthcare Quality—Collaborative on ADHD). For more information, visit her website at www.sandrarief.com.

About This Book

This book offers comprehensive guidance to everyone engaged in the positive education of children who have been diagnosed with ADD/ADHD. 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 students who appear to have attention problems, learning disabilities, or are underachieving for any reason, including gifted children.

This second edition includes enhanced content in the following areas: medications, case studies, documentation, placement, model programs, and references, among others. For easy use, the information is organized into thirty-five sections that provide comprehensive, practical guidance on such topics as:

Preventing behavioral problems in a classroom

Learning styles: elements and interventions

Cooperative learning techniques

Q&A with a school nurse regarding medication and its management

Techniques for relaxation and visualization

Challenges and specific interventions for students of all ages

Tips on communicating effectively with parents, physicians, and agencies

Dedication

This book is dedicated to the memory of my beloved son, Benjamin, and to all of the children who face obstacles in their young lives each day with loving, trusting hearts, determination, and extraordinary courage. I also wish to dedicate this book in loving memory of Levana Estline—dear friend, exceptional teacher, and a blessing to all who knew her.

Acknowledgments

My deepest thanks and appreciation to

Itzik, Ariel, Jackie, Gil, Sharon, Jason, Mom, and Ben—for the joy you bring me, and your constant, loving support, encouragement, and good humor

My girls (Jackie and Sharon), the new generation of teachers in the family—I am so proud of you and the enthusiasm, talent, and fresh ideas you bring to the profession

All of the children who have touched my heart and inspired me throughout the years. It is because of you that I love what I do

The special families who have shared with me their struggles and triumphs and allowed me to be part of their lives

Mrs. Linda Haughey and the wonderful Haughey family, for courageously sharing their personal, powerful story in Section 4.1

My dear friends, Lynda and Diana, for so generously sharing their precious sons’ case studies, school histories, and intervention plans (last names omitted at their request to protect their privacy)

All of the wonderful, 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, improved the care and education of our children

All of the researchers and practitioners in the different fields dedicated to helping children and families with ADHD, LD, and other disabilities, from whom I have learned so much

Steve Thompson, Ph.D., my editor at Jossey-Bass in San Francisco, for all of your help and guidance, and for making it such a pleasure to write this book

Sandra Wright and Susie Horn, exceptional school nurses in the San Diego City Schools—my friends and role models—for all you have done to help children with ADHD and their families

Karen Easter, one of the wonderful mothers I have been privileged to meet and befriend at one of my workshops, for sharing your original poems in this book

My illustrators—Decker Forrest, an incredibly talented former student of mine, who was in the eighth grade at the time he drew these illustrations (first published in the 1993 edition), and Ariel Rief, my darling son, who provided some of the other illustrations in this book (as well as those in The ADHD Book of Lists)

Joe, Spencer, Steve, Susan, Mike, Bruce, Amy, Joseph, John, Brita, Malinda, Bob, and Brad (teens and adults with ADHD), and the group of early childhood educators, who allowed me to interview them and share their insights in excerpts throughout this book

Introduction

When I first wrote How to Reach and Teach ADD/ADHD Children back in 1993, awareness of attention-deficit/hyperactivity disorder and information/resources available were minimal at best. Since that time, a tremendous amount of scientific research and education efforts have taken place. It would be rare to find anyone who has not heard of ADD or ADHD.

Reliable information is now easily accessible, and far more resources than ever before are available to parents/caregivers, educators, and those who work with and treat children with attention deficit disorders. However, there is still a great deal of misinformation, controversy, and 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 or accept the reality of their disorder and its impact on school performance.

According to a Surgeon General’s report, attention-deficit/hyperactivity disorder is the most common neurobehavioral disorder of childhood, affecting approximately 3 to 7 percent of school-aged children. Every teacher has at least one student with ADHD in his or her classroom. Educators need to be aware and knowledgeable about the nature of the disorder, as well as the strategies effective in reaching and teaching these students. Parents of children with ADHD also need to be well-informed and equipped with the skills and strategies that help in managing and coping with inattentive, hyperactive, and impulsive behaviors. It is often not easy to live with a child who has ADHD (either at home or at school). Knowledge about the disorder is very important, because when we understand what ADHD is and how it affects the child’s behavior and performance, it helps us become more tolerant and empathetic.

Attention deficit/hyperactivity disorder is not something that we can “cure”; nor does a child with ADHD “outgrow” it in most cases (although behaviors are manifested differently as the child matures and symptoms may be less or more impairing at different times in their lives). We, the significant adults in their lives, play a major role in how well these children and teens succeed and how they feel about themselves. We are the ones who can help them manage with the challenges they face, cope with frustrations, and compensate for weaknesses. We are also the ones who can help them see and utilize their many strengths and value their uniqueness.

Many children with ADHD have grown up to be very successful adults. They have drawn on their strengths, creativity, and “survival skills” to their advantage. On the other hand, there are many who have not fared well. There is a high correlation between ADHD and a number of negative outcomes. A significant percentage of individuals who drop out of school, are unable to keep a job, are stuck in work positions to which they have defaulted rather than aspired, fail in their interpersonal relationships, pack our prison system, have “self-medicated” with drugs and alcohol, and so on, had this disorder without the benefit of identification, intervention, and treatment. Many adolescents and adults with ADHD have painful memories of their childhoods, particularly of their experiences and frustrations in school. Many experienced years of failure and serious depression.

It is our responsibility in the schools to pull together as a team, doing everything we can to meet these students’ needs effectively. This includes providing each child with the environment, engaging instruction, skills, tools, and confidence to learn and achieve. We need to be patient, positive, and understanding—and try to see past the behaviors to the whole child—as we provide support and remove the obstacles in their paths.

Much can be done to help those with ADHD. Most of this book focuses on specific strategies, supports, and interventions that have been found to be effective in minimizing the typical problems associated with ADHD and on helping these children/teens achieve success. I am very fortunate to have spent most of my twenty-three-year teaching career working at a school that was a model in “inclusive education.” Our staff was firmly committed to reaching and teaching all students; and we were very successful in doing so. A number of strategies or recommendations in this book come from what I have learned from my many students with ADHD and/or learning disabilities, their families, and my colleagues.

In addition, I have had the privilege these past few years of observing hundreds of classrooms and working with scores of educators across the United States and internationally. I am grateful for the openness of these wonderful teachers (and parents), who so willingly shared their ideas, strategies, struggles, and successes. Their stories and insights have inspired and taught me so much.

For easy use, this resource is organized into six parts that provide comprehensive, practical guidance divided into sections. In essence, the content in much of this book comes from (1) a lot of “hands-on” experience working with students who have ADHD and (2) from many experts I have learned from—particularly in the fields of education and psychology. Although the book is designed and written to address the specific needs of students with ADHD, the suggested strategies are generally “good teaching practices” for all students (or “positive parenting practices” for any child). The techniques and suggestions are, however, of particular benefit for those who are experiencing behavior, attention, or learning difficulties. Be aware that many gifted, intelligent children fall within this category.

I urge all readers to read Section 4.1, A Parent’s Story, the poignant account by the mother of six children, four of whom have been diagnosed with ADD/ADHD. The original story from the first edition is included, along with a follow-up about the family a decade later. In addition, be sure to read Section 4.2, the highly informative and insightful case studies of Adam and Vincent. One of the rewards I have gained in writing this book comes from the wonderful opportunity I had to interview teenagers and adults from across the country who have grown up with ADHD. Excerpts of these interviews are included throughout this book. By their openly sharing their experiences and insights, the parents’ stories, the case studies, and the personal interviews reveal an important message about what makes a difference and the power we have as teachers.

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

A Note from the Author

The most official term for the disorder at this time is Attention-Deficit/Hyperactivity Disorder (AD/HD). You may see it in print with or without the slash. In the past, the term ADD was commonly used. Many people still prefer to use ADD if the individual does not have the hyperactive characteristics. However, ADHD (with or without the slash) is the most current term or abbreviation, and it is inclusive of all types of the disorder:

The predominantly inattentive type (those without hyperactivity)

The predominantly hyperactive/impulsive type

The combined type

I want to make clear to readers that, although I am maintaining the use of ADD/ADHD in the title (as in the first edition of 1993), I have chosen throughout this new book to refer to this disorder as ADHD. Please be aware that all references to ADHD also include those individuals who do not have the hyperactive behaviors.

Part 1

Key Information for Understanding and Managing ADHD

Section 1.1: Understanding Attention-Deficit/Hyperactivity Disorder

Section 1.2: Making the Diagnosis: A Comprehensive Evaluation for ADHD

Section 1.3: Multimodal Treatments for ADHD

Section 1.4: Medication Treatment and Management

Section 1.5: Do’s and Don’ts for Teachers and Parents

Section 1.6: Critical Factors in the Success of Students with ADHD

Section 1.7: ADHD and Social Skills Interventions

Section 1.8: ADHD in Preschool and Kindergarten

Section 1.9: ADHD in Middle School and High School

Section 1.1

Understanding Attention-Deficit/Hyperactivity Disorder

As mentioned in this book’s introduction as well, many people continue to use the two distinct terms of ADD (Attention-Deficit Disorder) and ADHD (Attention-Deficit/Hyperactivity Disorder). Some use the two terms interchangeably, and others specifically use ADD when referring to those who do not have the symptoms of hyperactivity. However, the most current and official term or acronym is ADHD (with or without the slash). This is the umbrella term or acronym under which all three types of the disorder are included:

The predominantly inattentive type of ADHD (those without hyperactivity)

The predominantly hyperactive/impulsive type of ADHD (those without a significant number of the inattentive symptoms)

The combined type (the most common type of ADHD—those with a significant amount of symptoms in all three core areas—inattention, impulsivity, and hyperactivity)

In the first edition of this book (1993) I had used ADD/ADHD, and it remains as such in the title of this new edition. However, throughout the remainder of this text I choose to use the most current terminology of ADHD; and this will include all three types of attention-deficit disorders.

Definitions and Descriptions of ADHD

There are several descriptions or definitions of ADHD based on the most widely held belief of the scientific community at this time. The following are some of those provided by leading researchers and specialists in the field:

ADHD is a neurobiological behavioral disorder characterized by chronic and developmentally inappropriate degrees of inattention, impulsivity, and, in some cases, hyperactivity (CHADD, 2001c).

ADHD is a brain-based disorder that arises out of differences in the central nervous system (CNS)—both in structural and neurochemical areas.

ADHD is a dimensional disorder of human behaviors that all people exhibit at times to certain degrees. Those with ADHD display the symptoms to a significant degree that is maladaptive and developmentally inappropriate compared to others that age.

ADHD is a developmental disorder of self-control, consisting of problems with attention span, impulse control, and activity level (Barkley, 2000b).

ADHD is a chronic physiological disorder that interferes with a person’s capacity to regulate and inhibit behavior and sustain attention to tasks in developmentally appropriate ways.

ADHD is a neurobiological behavioral disorder causing a high degree of variability and inconsistency in performance, output, and production.

ADHD refers to a family of related chronic neurobiological disorders that interfere with an individual’s capacity to regulate activity level (hyperactivity), inhibit behavior (impulsivity), and attend to tasks (inattention) in developmentally appropriate ways (National Institute of Mental Health, 2000; National Resource Center on AD/HD, 2003a).

Attention-deficit/hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood. ADHD is also among the most prevalent chronic health conditions affecting school-aged children (American Academy of Pediatrics, 2000).

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Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!