ELECTRONIC RESOURCES ON ADHD FOR PRACTITIONERS: URL’s
Provided by Professor Rosemary Tannock - ADHD Conference 20 August 2005
A. RECOMMENDED SOURCES FOR INFORMATION ON ADHD
1. *** http://www.ed.gov/about/reports/annual/osep/index.html#adhd-res
ADHD — Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School And Home (2003) This resource guide designed for families and educators provides information on how attention deficit hyperactivity disorder (ADHD) is identified and treated. The resource includes sections on legal requirements, treatment options and helpful hints on how to improve the quality of life at home and at school, for a child identified with ADHD. MS Word [878K] | PDF [420K]
2. *** http://www.ed.gov/teachers/needs/speced/adhd/adhd-resource-pt1.pdf
ADHD — Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices (2004). The report, designed for teachers, other school staff, and families, describes an overall strategy for successfully instructing students with ADHD. Suggestions of research-based academic instruction, behavioral interventions and classroom accommodations are provided. MS Word [912K] | PDF [4.1M]
IMPACT OF ADHD ON EDUCATIONAL OUTCOMES: Curry J, Stabile M (2004). Child mental health and human capital accumulation: The case of ADHD. National Bureau of Economic Research.
This report is based on longitudinal epidemiological data from the USA and CANADA. It reveals how high levels of inattention and other ADHD symptoms have a detrimental effect on academic achievement scores and other aspects of school functioning.
Attention Deficit Hyperactivity Disorder Date: 2003 (rev) A detailed booklet that describes the symptoms, causes, and treatments, with information on getting help and coping.
American Academy of Pediatrics Clinical practice guideline: diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder. (BIBLIOGRAPHIC SOURCE(S): American Academy of Pediatrics. Clinical practice guideline: diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder. Pediatrics 2000 May;105(5):1158-70. [60 references])
Diagnosis and management of attention deficit hyperactivity disorder in primary care for school age children and adolescents.(BIBLIOGRAPHIC SOURCE(S): Institute for Clinical Systems Improvement (ICSI). Diagnosis and management of attention deficit hyperactivity disorder in primary care for school age children and adolescents. Bloomington (MN): Institute for Clinical Systems Improvement (ICSI); 2003 Mar. 66 p. [147 references])
Attention deficit and hyperkinetic disorders in children and young people. A national clinical guideline.(BIBLIOGRAPHIC SOURCE(S): Attention deficit and hyperkinetic disorders in children and young people. A national clinical guideline. Edinburgh (Scotland): Scottish Intercollegiate Guidelines Network (SIGN); 2001. 26 p. (SIGN publication; no. 52). [155 references]. This URL is provided to provide evidence that other nations have also developed similar guidelines to those developed in the USA.
NICHQ ADHD Practitioners' Toolkit
Sponsored by the American Academy of Pediatrics (AAP), the NICHQ set out to create a set of real-world tools for primary care practitioners to use in implementing the new AAP guidelines for treating ADHD. The documents available below are the product of this project. The Vanderbilt Tools are now available in Spanish. These newly translated tools are near the bottom of this page but are not part of the Toolkit. Note: also included in the Toolkit is a booklet for parents from the AAP entitled Understanding ADHD: Information for Parents About Attention-Deficit/Hyperactivity Disorder. This booklet is not available online but may be bought separately from the AAP.
9. ADHD in girls - http://www.ldonline.org/nadeau
10. ADHD & Co-occurring Disorders
Dr. L. Greenhill: ADHD and co-occurring disorders
11. Oppositional Defiant Disorder: - http://www.aacap.org/publications/factsfam/72.htm
12. Facts versus Myths About ADHD
(Myths about ADHD) http://www.chadd.org/factvsfiction.cfm
Articles by 2 leading medical experts on ADHD:
Dr. P. Jensen: Fact versus Fiction about ADHD
(Teens and Driving) http://www.aacap.org/publications/factsfam/76.htm
(Tobacco and kids) http://www.aacap.org/publications/factsfam/68.htm
- ADHD REFERRAL GUIDELINES for TEACHERS - http://pb.rcpsych.org/cgi/reprint/26/4/148.pdf
Article “Service innovations – Attention deficit hyperactivity disorder – development of a multi-professional integrated care pathway”
C. BEHAVIOR RATING SCALES FOR TEACHERS
SDQ - http://www.sdqinfo.com/b1.html
SNAP-IV - http://www.adhd.net
VANDERBILT QUESTIONNAIRES- http://www.nichq.org/resources/toolkit/
Cover Letter to Teachers:
Sample cover letter from doctor to teachers requesting their assistance in diagnosing the child (i.e., filling out the NICHQ Vanderbilt Assessment forms).
NICHQ Vanderbilt Assessment Scale -- Teacher Informant:
A diagnostic tool to be completed by the teacher and turned in to the doctor for use in determining whether the child has ADHD
NICHQ Vanderbilt Assessment Follow-up -- Teacher Informant
A diagnostic tool to be completed by the teachers and turned in to the doctor after the child has been diagnosed with ADHD and treatment has begun, for the purpose of monitoring the treatment.
D. WORKING MEMORY
BBC July 18, 2004: Definitions and fascinating facts about different aspects of memory (sensory memory, working memory, and long-term memory)
2. http://www.nimh.nih.gov/press/prwmprowess.cfm (April 2004)
Description of recent discovery of a brain signal that measures working memory prowess in humans
Center for the Neurobiology of Learning and Memory provides URLs for other websites for kids and teachers
F. RETHINKING ADHD IN THE CLASSROOM -http://www.ascd.org/publications/ed_lead/200111/tannock.html
In this article, we argue that current research indicates that ADHD should be viewed as a cognitive disorder. This has implications for the classroom. Current practices target the overt behavioral systems of ADHD. We suggest that an alternative approach might be to try to moderate behavioral symptoms by using instructional practices that reflect an understanding of the cognitive weaknesses associated with ADHD. We identify 3 questions to guide a teacher’s thinking when developing programs for ADHD students:
- Does the student have the preskills necessary to acquire the knowledge or concepts that you are teaching? For example, students with ADHD often have difficulty understanding instructional language. As a result, tasks are either misunderstood or not done.
- Does the lesson content and the delivery match the needs of the student? Often, if the content gap is too great between what an ADHD student knows and what they are expected to learn, they are unable to initiate the process of learning. Also, because of difficulties associated with language skills, ADHD students may require linguistic re-framing of classroom instruction.
- How can I help my students become self-regulated strategic learners? ADHD students often lack good metacognitive strategies that allow for efficient and reflective learning.
We offer many suggestions and available resources for addressing the problems identified through the three key questions. The important concept for teachers to keep in mind when working with ADHD students is teaching strategies that address cognitive weaknesses, will benefit students both behaviorally and academically.
G. TEACHING TOOLS
1. *** http://www.brainpop.com/
An animated movie about ADHD designed for kids
2. The Learning Toolbox (strategies) - http://coe.jmu.edu/LearningToolbox/purposerationale.html
3. Inspiration in the Classroom - http://www.inspiration.com/productinfo/inspiration/using_insp/index.cfm
4. Information on Graphic Organizers and Lists of Websites to Draw From
5. Features of Good Learning Strategies (part of Ldonline.org)
6. General Web Resources for Teaching Methods
www.jumptutoring.org (math strategies)
www.ku-crl.org (teaching strategies)
7. General guidelines for teachers for working with student with ADHD (1998)
H. ALTERNATIVE TREATMENTS FOR ADHD -http://www.chadd.org/fs/fs6.htm
(Provides guidelines for evaluating alternative approaches to helping children with ADHD)
I. AUSTRALIAN CONTEXT
Rowe KJ (2003). The importance of teacher quality as a key determinant of student’s experiences and outcomes of schooling. Australian Council for Educational Research http://www.acer.edu.au/research/programs/learningprocess.html
Rowe K, Pollard J, Rowe K: 2005. Literacy, behavior and auditory processing: Does teacher professional development make a difference? Australian Council for Educational Research http://www.acer.edu.au/news/latestnews.html