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E-grāmata: School Counselor's Guide to ADHD: What to Know and Do to Help Your Students

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  • Formāts: EPUB+DRM
  • Izdošanas datums: 10-Jun-2009
  • Izdevniecība: Corwin Press Inc
  • Valoda: eng
  • ISBN-13: 9781452261287
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School Counselor's Guide to ADHD: What to Know and Do to Help Your StudentsPalielināt
  • Formāts: EPUB+DRM
  • Izdošanas datums: 10-Jun-2009
  • Izdevniecība: Corwin Press Inc
  • Valoda: eng
  • ISBN-13: 9781452261287
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"This book should be on every school counselors desk. One would need to have read dozens of books every year for the past 10 years to have even minimal access to the information and wisdom imparted here." Gloria Avolio DePaul, School Counselor Hillsborough County School District, Tampa, FL

Get the latest facts, research, and best practices to help students with ADHD succeed!

To help establish an optimal learning environment and support students with ADHD and their families, educators need up-to-date knowledge, in-depth advice, and practical tools that can be immediately and easily implemented.

The School Counselors Guide to ADHD covers not only principal causes, symptoms, and interventions for ADHD, but also current, detailed information on executive brain function. This comprehensive resource includes a wide range of inclusive practices that help define the multiple roles and responsibilities of school counselors, such as:





Providing effective student interventions to ensure individual success Collaborating with teachers to deliver instruction, manage behavior, and facilitate classroom accommodations Communicating with parents about student progress and challenges Understanding common ADHD medications and their effects on children

Strengthen your work with students and key stakeholders with this resource and ensure that students with ADHD have the support they need to thrive.

Recenzijas

This is a text school counselors have been waiting for! It provides a strong review of the manifestations of ADHD and concrete examples of ways to strengthen our work with students and stakeholders impacted by ADHD. I will recommend it to my school counseling students. -- Kylie P. Dotson-Blake, Assistant Professor of Counselor and Adult Education "This book should be on every school counselors desk. It provides a concise compilation of the most recent facts, theories, opinions, variables, best practices, and remaining questions about addressing the issue of ADHD in the school setting. One would need to have read dozens of other books, every year, for the past 10 years to have even minimal access to the information and wisdom imparted in this book." -- Gloria Avolio DePaul, School Counselor The book includes practical ideas for school counselors to implement in working with students who have ADHD. This is the type of information that school counselors want most: practical ideas that can be immediately implemented in their own work. I found the book helpful in my own understanding of ADHD. -- J. Scott Glass, Associate Professor

Preface ix
Acknowledgments xi
About the Authors xiii
What is Attention-Deficit/Hyperactivity Disorder (ADHD)?
1(16)
Is ADHD a Mythical Disorder?
2(1)
Theory Versus Scientific Fact
2(1)
ADHD Is a Complex Set of Behaviors
3(1)
Diagnostic Criteria
4(1)
Manifestations of ADHD
5(1)
Prevalence of ADHD
6(3)
What Causes ADHD?
9(1)
Primary Symptoms and Common Impairments
10(4)
Predominantly Inattentive Type of ADHD
14(1)
Summary
15(2)
Impairments in Executive Functioning
17(12)
Why Spend So Much Time on Executive Function?
17(1)
What is Executive Function?
18(1)
Role of Executive Function as Related to ADHD
18(1)
Snapshot Overview of Executive Function Processes
18(2)
Deficit in Behavioral Inhibition
19(1)
Russell Barkley
Components of Executive Function
20(6)
Executive Functions Work Together in Various Combinations
22(4)
Thomas Brown
Summary
26(3)
Treating Children With ADHD Fairly
29(24)
Fair and Equal Are Not the Same
29(1)
The School Counselor's Role
30(1)
The School Counselor's Role as a Consultant
30(4)
The School counselor's Role in Helping Teachers Better Understand
34(1)
Explaining Risk Factors on School Performance
34(1)
Encountering Teachers who Seem Very Resistant to Accommodations
35(1)
The School Counselor's Role in Helping Parents Better Understand
36(1)
The Counselor's Role in Helping Parents Talk to Their Child About ADHD
37(2)
The Parent-Child Relationship With Regard to the School
39(2)
The Empathic Educator
41(1)
This Hidden Disability Does Not Keep the Child From Succeeding
42(1)
Road Map for Assuring Fairness
42(10)
Summary
52(1)
Classroom Strategies: A Recipe for Student Success
53(20)
Silvia L. DeRuvo
The School Counselor's Role in Inciting Change
54(1)
Recognizing the Academic Challenges
54(7)
Related Academic Performance Areas challenging for Children With ADHD
61(2)
Recognizing Learning Styles
63(2)
Multimodality Teaching Strategies
65(2)
Time Management and Organizational Skills
67(4)
Summary
71(2)
Managing ADHD Behaviors in the School Setting
73(32)
Let's Begin
74(1)
Positive Schoolwide Intervention
75(3)
Positive Individual Interventions
78(25)
The Teacher May Have to Make Some Changes Too
103(1)
Summary
104(1)
What Teachers Should Know About Medication
105(22)
David Rosethal
Should My Child Be on Medication?
107(1)
Common Medications to Treat ADHD
108(3)
Changes in Students on Stimulants
111(1)
Do Stimulants Cure ADHD? How Do These Medicines Work?
112(1)
How Long Does It Take for the Medication to Work?
112(1)
Signs of Being Overmedicated
112(1)
If the Medicine Works, Does That Confirm That the Diagnosis of ADHD Is Correct?
113(1)
Side Effects From Stimulants
113(2)
Information That Should Be Communicated to the Doctor
115(1)
Can Stimulants Cause Problems With Growth?
116(1)
Are Stimulants Addictive?
116(1)
Can Stimulants Lead to Problems With Abuse of Other Drugs?
117(1)
Are There Particular Children Who Would Be Expected to Do Poorly on Stimulants?
118(1)
Are There Children Who Only Need to Be on Medication at School?
119(1)
Drug Interactions With Stimulant Medication
119(1)
Can Children Become Psychotic on Stimulants?
120(1)
Can Stimulants Be Used in Children Under Age Five?
120(1)
My Student Used to Do Well on Ritalin, but Now It Doesn't Work. What Is Going on?
121(1)
Natural Remedies to Treat ADHD
122(3)
Prozac as a Treatment for ADHD
125(1)
Do Medications Help Learning Disabilities?
125(1)
One of My Students Is Very Defiant and Oppositional. Will Medications Help With This?
125(1)
Summary
126(1)
Communicating Effectively With Parents
127(22)
Parents: The Most Important Resource
127(1)
Respect and Acknowledge the Challenges Parents Face
128(1)
Helping parents Distinguish Enabling From Supportive Decisions
129(1)
Regular Communication is Critical
130(1)
Attending Teacher-Parent Meetings
130(1)
Summary
131(2)
Resources
Resource A: Useful Web Sites for Parents and Teachers
133(8)
Resource B: Recommended Books for Teachers
141(2)
Resource C: Recommended Books for Parents
143(2)
Resource D: Recommended Books for Children
145(2)
Resource E: Childhood Disorders and Conditions That Can Mimic ADHD
147(2)
References 149(8)
Index 157
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 PreK-3 (Corwin Press/2007), Lougy has also written numerous articles on ADHD and regularly presents at state and national conferences.

Silvia L. DeRuvo is a special education resources development specialist with WestEd, 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 WestEd, DeRuvo 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 PreK-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.

DeRuvo 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 PreK-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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