The ADD ADHD Checklist: A Practical Reference for Parents and Teachers (J-B Ed: Checklist)

274 Pages·2008·1.49 MB·English

by  Sandra F. Rief M.A.

Sandra F. Rief
Q The ADD/ADHD
Checklist
A Practical Reference for
Parents & Teachers
S E
ECOND DITION

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ffffiirrss..iinndddd ii 66//1166//0088 99::4488::3311 AAMM
Sandra F. Rief
Q The ADD/ADHD
Checklist
A Practical Reference for
Parents & Teachers
S E
ECOND DITION

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Copyright © 2008 by Sandra F. Rief. All rights reserved.
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Library of Congress Cataloging-in-Publication Data

Rief, Sandra F.
The ADD/ADHD checklist / by Sandra F. Rief.—2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-4701-8970-2 (pbk.)
1. Attention-defi cit-disordered children—Popular works. 2. Attention-defi cit-disordered
children—Education. 3. Attention-defi cit-disordered children—Behavior modifi cation. I. Title.
RJ506.H9R54 2008
618.92'8589—dc22
2008006603
Printed in the United States of America
SECOND EDITION
PB Printing 10 9 8 7 6 5 4 3 2 1
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Q
Contents
Preface vii
The Author xi
Section One: Basic Information on ADHD 1
1.1 ADD, ADHD, AD/HD: What’s the Difference? 1
1.2 Defi nitions and Descriptions of ADHD 2
1.3 Risk Factors Associated with ADHD 3
1.4 Behavioral Characteristics of ADHD 5
1.5 ADHD and the Executive Functions 11
1.6 What We Do and Do Not Yet Know About ADHD 13
1.7 ADHD and Coexisting Conditions and Disorders 17
1.8 Possible Causes of ADHD 19
1.9 ADHD Look-Alikes 22
1.10 Girls with ADHD 24
1.11 Making th e Diagnosis: A Comprehensive
Evaluation for ADHD 25
1.12 Multimodal Treatment for ADHD 33
1.13 Medication Treatment for ADHD 39
1.14 Behavioral Treatment and Management of ADHD 44
1.15 What Teachers and Parents Need to Know
About Medication 52
1.16 The Impact of ADHD on the Family 55
iii
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iv CONTENTS
1.17 The Impact of ADHD on School Success 57
1.18 Critical Elements for School Success 59
1.19 Positive Traits Common in Many Children and
Adults with ADHD 60
1.20 Educational Rights for Students with ADHD 60
Section Two: Checklists for Parents 67
2.1 What Children and Teens with ADHD Need
from Parents 67
2.2 Positive and Effective Discipline 69
2.3 Preventing Behavior Problems at Home 73
2.4 Preventing Behavior Problems Outside the Home 75
2.5 Coping and Dealing with Your Child’s Challenging
Behaviors 77
2.6 Rewards and Positive Reinforcers for Home 80
2.7 Following Directions and Increasing Compliance:
Tips for Parents 83
2.8 Environmental Modifi cations at Home 85
2.9 What Parents Can Do to Help with Organization 87
2.10 What Parents Can Do to Help with Time Management 91
2.11 Homework Tips for Parents 94
2.12 Parenting Your Child with ADHD: Recommended

Do’s and Don’ts 99
2.13 Supports and Training Parents Need 101
2.14 Building a Positive Relationship with the School 103
2.15 Advocacy Tips for Parents 105
2.16 Planning Ahead for the Next School Year 108
2.17 Pursuing an Evaluation for ADHD: Recommendations
for Parents 110
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Contents v
Section Three: Checklists for Teachers 113
3.1 Proactive Classroom Management 113
3.2 Preventing Behavior Problems During Transitions
and Challenging Times of the School Day 120
3.3 Tips for Giving Directions and Increasing
Student Compliance 124
3.4 Managing Challenging Behavior 125
3.5 Rewards and Positive Reinforcers for School 130
3.6 Environmental Supports and Accommodations in
the Classroom 132
3.7 Getting and Focusing Students’ Attention 136
3.8 Maintaining Students’ Attention and Participation 139
3.9 Keeping Students on Task During Seat Work 144
3.10 Strategies for Inattentive, Distractible Students 146
3.11 Communicating with Parents: Tips for Teachers 149
3.12 Homework Tips for Teachers 151
3.13 What Teachers Can Do to Help with Organization 154
3.14 What Teachers Can Do to Help with Time Management 159
3.15 Adaptations and Modifi cations of Assignments 163
3.16 Adaptations and Modifi cations of Materials 165
3.17 Testing Adaptations and Supports 169

3.18 If You Suspect a Student Has ADHD 172
Section Four: Academic Strategies for Home and School 177
4.1 Common Reading Diffi culties 177
4.2 Reading Strategies and Interventions 179
4.3 Math Diffi culties Related to ADHD and
Learning Disabilities 189
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vi CONTENTS
4.4 Math Strategies and Interventions 192
4.5 Why Writing Is a Struggle 196
4.6 Strategies to Help with Prewriting: Planning
and Organizing 199
4.7 Strategies for Composition and Written Expression 203
4.8 Strategies for Revising and Editing 207
4.9 Multisensory Spelling Strategies 210
4.10 Improving Handwriting and the Legibility of
Written Work 214
4.11 Strategies for Bypassing and Accommodating
Writing Diffi culties 217
Section Five: O ther Important C hecklists for
Parents and Teachers 221
5.1 The Team Approach 221
5.2 Memory Strategies and Accommodations 223
5.3 Relaxation Strategies, Visualization, Exercise,
and More 227
5.4 ADHD and Social Skills Interventions 232
5.5 ADHD in Young Children 237
5.6 ADHD in Adolescents 242
5.7 Web Resources to Understand and Support Children
with ADHD a nd Related Disorders 246
5.8 Books and Other Resources by Sandra Rief 249
Index 251
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Q
Preface

Approximately 5 to 9 percent of school - age children in the United
States have attention defi cit disorders. Every classroom teacher most
likely has at least one or two students with ADHD in his or her class-
room each year, and these educators need to understand the nature of
the disorder, as well as the most effective strategies for reaching and
teaching these students.
T o make well- i nformed decisions on how to best help their son or
daughter, parents of children with ADHD must learn as much as they
can about the disorder and research - validated treatments. They must
also be equipped with the skills and strategies that help in managing
their child ’ s ADHD symptoms and often challenging behaviors.
It is often not easy to live with or teach a child who has ADHD.
The better we understand this disorder, the more tolerant, empa-
thetic, and empowered we all will be to help.
T he purpose of this book is to help parents and teachers gain
insights into and better understanding of children and teenagers
with ADHD, as well as the support and intervention that will help
them succeed. Although the book is primarily written for parents and
teachers, many others interested in children and teens with ADHD
(physicians, mental health professionals, other school personnel, and
relatives, for exa mple) should fi nd the information useful as well.
Most of the book focuses on specifi c strategies, supports, and inter-
ventions that have been found to be effective in minimizing the typi-
cal problems associated with ADHD and helping these children and
teens achieve their potential.
T his new edition of my original ADD/ADHD Checklist, fi rst pub-
lished in 1998, has been completely updated with the most current
information on the disorder. It is designed in a simple, concise, user -
f riendly format of checklists that address a number of topics. The
checklists are divided into fi ve sections.
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viii PREFACE
S ection O ne provides general information about the disorder, its
likely causes, common coexisting conditions, and the diagnosis and
treatment of ADHD — what most experts in the fi eld believe about it,
based on the scientifi c evidence available at this time. It also includes
information about educational rights for students with ADHD.
Section Two is specifi cally for parents. It looks at topics that are
relevant to managing ADHD behavior at home and in other settings,
how to pursue an evaluation for ADHD, and strategies for home-
work, organization skills, and other areas for helping their children
to be successful at school as well .
Section Three is geared toward teachers, with checklists on class-
room strategies, supports, and accommodations (behavioral, instruc-
tional, and environmental). Teachers should note that the strategies
suggested in this section are benefi cial for all students, not just those
with ADHD.
Section Four offers information about common academic dif-
fi culties in students with ADHD. It also provides a host of strate-
gies, supports, and accommodations in the areas of reading, math,
and written language that both teachers and parents can use to help
strengthen their children ’ s skills and boost academic achievement.
Section Five contains other important information on ADHD, such
as boosting memory, relaxation, exercise, and other self- r egulation strat-
egies, and social skill interventions. It also contains specifi c information
and strategies related to ADHD in early childhood and in adolescence,
as well as several recommended resources.
I learned a number of the strategies and recommendations in this
book from my many wonderful students with ADHD, their families,
and my colleagues in my twenty - three years of teaching. In addition,
during my consulting in schools, speaking engagements, and train-
ing, I have had the extraordinary privilege of observing hundreds of
classrooms and working with scores of educators and other practi-
tioners across the United States and internationally. I am grateful to
them all and awed by their dedication and commitment.
It is always preferable to be able to identify children with ADHD
or any other special needs early, initiating interventions and supports
at a young age in order to avoid some of the frustration, failure, and
subsequent loss of self- e steem. However, it is never too late to help.
Fortunately, we know a lot from the enormous amount of research
about the interventions that are effective in managing ADHD. Also,
in many cases, the kind of help that makes a difference does not take
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