Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, 2003.

Institution	Special Education Programs (ED/OSERS), Washington, DC.; American Institutes for Research, Washington, DC.
Titel	Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, 2003.
Quelle	(2003), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Accommodations (Disabilities); Attention Deficit Disorders; Behavior Modification; Behavior Rating Scales; Child Rearing; Classroom Techniques; Clinical Diagnosis; Disability Identification; Drug Therapy; Educational Assessment; Elementary Secondary Education; Etiology; Evaluation Methods; Family Environment; Hyperactivity; Medical Evaluation; Student Characteristics; Student Evaluation + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Behaviour modification; Verhaltensänderung; Kindererziehung; Klassenführung; Education; assessment; Bewertungssystem; Ätiologie; Familienmilieu; Hyperaktivität; Schulnote; Studentische Bewertung
Abstract	Designed for educators and families, this resource discusses attention deficit hyperactivity disorder (ADHD). It includes information that addresses: (1) characteristics of students with ADHD; (2) causes of ADHD; (3) identification of students with ADHD; (4) legal requirements for identification of students with ADHD; (5) components of a comprehensive evaluation, including a behavioral evaluation, educational evaluation, and medical evaluation; (6) treatment options for ADHD, including behavioral approaches, pharmacological approaches, and multimodal approaches; and (7) how ADHD affects school performance. The handbook closes with helpful hints for home and school. Tips include: (1) focus on discrete rewards and consequences of appropriate and inappropriate behavior; (2) set a daily routine; (3) have tangible reminders such as a big clock in the bedroom, a chart for chores, and an assignment pad to record homework; (4) avoid repeating patterns of inappropriate behavior followed by ineffective punishment, administering consequences without prior warning, and responding inconsistently; (5) work on the most difficult concepts early in the day; (6) give directions to one assignment at a time; (7) vary the pace and type of activity to maximize attention; and (8) structure the student's environment to accommodate his or her special needs. (Contains 49 references.) (CR)
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TTY/TDD: 877-576-7734 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/offices/OSERS/OSEP.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01