IDENTIFYING, ASSESSING, AND TREATING ADHD
CONTENTS INTRODUCTION WHY SCHOOL PROFESSIONALS SHOULD READ THIS BOOK CONCEPTUALIZATIONS OF ATTENTION-DE?CIT/HYPERACTIVITY DISORDER ADHD AND EDUCATIONAL PLACEMENT AND SERVICES PURPOSE AND PLAN OF THIS BOOK CAUSES GENETICS FAMILY STUDIES TWIN STUDIES ADOPTION STUDIES GENOME SEARCH STUDIES CANDIDATE GENE SEARCHES CONCLUDING COMMENTS REGARDING THE ROLE OF GENETICS ENVIRONMENT BIOLOGICAL FACTORS PSYCHOSOCIAL FACTORS DIET TELEVISION VIEWING CONCLUDING COMMENTS REGARDING THE ROLE OF THE ENVIRONMENT NEUROBIOLOGY NEUROPSYCHOLOGY NEUROPHYSIOLOGY NEUROCHEMISTRY CONCLUDING COMMENTS REGARDING THE ROLE OF NEUROBIOLOGY CONCLUDING COMMENTS PREVALENCE AND ASSOCIATED CONDITIONS ADHD RATES IN THE GENERAL POPULATION STUDENTS WITH ADHD IN SPECIAL EDUCATION ADHD’S CORRELATES AND ASSOCIATION WITH OTHER CONDITIONS CASE FINDING AND SCREENING CASE FINDING LOOKING LISTENING QUESTIONING SCREENING DIAGNOSTIC ASSESSMENT DIAGNOSTIC CRITERIA BIRTH, DEVELOPMENTAL, HEALTH, FAMILY, AND BEHAVIORAL HISTORIES COMMONLY RECOMMENDED DIAGNOSTIC PROCEDURES OTHER LESS FREQUENTLY RECOMMENDED DIAGNOSTIC PROCEDURES THE IDENTI?CATION OF PRESCHOOLERS THE IDENTI?CATION OF MINORITY YOUTH PSYCHO-EDUCATIONAL ASSESSMENT TESTING ACCOMMODATIONS AND MODI?CATIONS ALLOW FOR FREQUENT TEST SESSION BREAKS ALLOW FOR PHYSICAL MOVEMENT MINIMIZE DISTRACTIONS MAKE USE OF POWERFUL EXTERNAL REWARDS PROVIDE CLEAR TEST-TAKING RULES CAREFULLY PRE-SELECT TASK DIF?CULTY ALLOW THE STUDENT TO PACE HIM- OR HERSELF SCHEDULE THE TESTING SESSION EARLY IN THE DAY PROVIDE STRUCTURE AND ORGANIZATION MODIFY TEST ADMINISTRATION AND ALLOW NONSTANDARD RESPONSES SPECI?C PSYCHO-EDUCATIONAL ASSESSMENT PRACTICES BEHAVIORAL OBSERVATIONS AND FUNCTIONAL ASSESSMENT PSYCHO-EDUCATIONAL TESTING TREATMENT ADJUSTING THE CLASSROOM ENVIRONMENT: SETTING THE STUDENT UP FOR SUCCESS PSYCHOSOCIAL INTERVENTIONS: ENCOURAGING APPROPRIATE BEHAVIOR PSYCHOEDUCATIONAL MEDICATIONS ALTERNATIVE THERAPIES