adhd packet

8/8/2019 ADHD Packet

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ADHD/ADD

Currently, ADHD/ADD is described by behaviors or symptoms such as acting withoutthinking, difficulty sitting still or taking turns, work that reflects inattention to details,challenges with organization and planning, and difficulties regulating attention. It has beenstated that ADHD is among the most under-diagnosed and over-diagnosed medicaldisability. Despite research from around the world documenting the neurological basis ofADHD/ADD, there are some in the public who believe the disorder doesnt exist. The strongopinions about ADHD can make it challenging for parents to understand this issue and findappropriate help. In the meantime, children and teen with ADHD behaviors often struggle inschool, have challenges at home and may have trouble making and keeping friends.

This packet provides an overview of ADHD including characteristics, diagnostic criteria,possible accommodations and modifications that can be used in the class room and resourceinformation that can provide further guidance. Also included is a sample letter requesting thatthe school assess your child for special education eligibility.

Matrix also has a resource library in both Novato and Fairfield with many books,videos/DVDs and articles. Please call to make sure that the library is available before comingto the office.

Available Information Packets:

Special Education AssessmentsAutism

Behavior Issues and Special EducationBullying

Emotional DifficultiesIndividual Education Plans

Learning DisabilitiesPromotion and RetentionResolving Disagreements

School Discipline504 Plans

Matrix Parent Network and Resource Center

Serving Marin, Napa, Solano and Sonoma CountiesEmpowering families of children with special needs to understand and access the systems that serve them.

www.matrixparents.org

94 Galli Drive, Suite C, Novato, CA 94949 1615 West Texas Street, Suite 4, Fairfield, CA 94533

1 (800) 578-2592

Rev.8.08
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Resources on ADD and ADHD

o A.D.D. Warehouse Catalog www.addwarehouse.com 1-800-233-9273o CHADD www.chadd.org 1-888-759-9758o CA Dept. of Education: Special Education www.cde.ca.gov/sp/se 916-319-0800o Families & Advocates Partnership for Education www.fape.org 888-248-0822o Great Schools (formerly Schwab Learning) www.greatschools.neto Learning Disabilities Association of California www.ldaca.orgo LD Online www.ldonline.orgo National Center for Learning Disabilities www.ncld.org 212-545-7510o National Info. Center for Children & Youth with Disabilities 1-800-695-0285

www.nichcy.org

o National Resource Center on AD/HD www.help4adhd.org 1-800-233-4050o Protection and Advocacy (PAI) www.pai-ca.org 1-800-776-5746o Wrights Law www.wrights.law.com

ADHD & Me: What I Learned from Lighting Fires at the Dinner Table Blake TaylorA New Look at ADHD: Inhibition, Time and Self-Control(video) - Russell BarkleyDriven to Distraction- HallowellFinding Help When Your Child is Struggling in School: From Kindergarten. to Jr. High

GreeneHelping Adolescents with ADHD & Learning Disabilities- Greenbaum

How to Reach and Teach ADD/ADHD Children- RiefIdentifying and Treating Attention Deficit Hyperactivity Disorder: Resource for School and

Home, Ideas that Work- U.S. Office of Special Education Programs/U.S. Dept. ofEducation, 2006

Making the System Work for Your Child with ADHD: How to cut through red tape and getwhat you need from doctors, teachers, schools and health care plans- Cohen, Matthew

The Myth of Laziness, Ready or Not, Here Life Comes and A Mind at a Time - LevineStraight Talk About Psychological Testing for Kids- Braaten and FelopulosTaking Charge of ADHD- BarkleyTeaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies

and Practices,IDEAS that Work- U.S. Office of Special Education Programs/U.S. Dept.

of Education, 2004.Teaching the Tiger- Dornbush





1 (800) 578-2592

Rev.8.08
http://www.addwarehouse.com/http://www.chadd.org/http://www.cde.ca.gov/sp/sehttp://www.fape.org/http://www.greatschools.net/http://www.ldaca.org/http://www.ldonline.org/http://www.ncld.org/http://www.nichcy.org/http://www.help4adhd.org/http://www.pai-ca.org/http://www.wrights.law.com/http://www.matrixparents.org/http://www.matrixparents.org/http://www.wrights.law.com/http://www.pai-ca.org/http://www.help4adhd.org/http://www.nichcy.org/http://www.ncld.org/http://www.ldonline.org/http://www.ldaca.org/http://www.greatschools.net/http://www.fape.org/http://www.cde.ca.gov/sp/sehttp://www.chadd.org/http://www.addwarehouse.com/


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ADD/ADHD Overview

You are not alone. Each year many families call Matrix seeking information and resources for

their child who struggles with issues related to attention. Your child may have been diagnosedwith ADD (Attention Deficit Disorder) or ADHD (Attention Deficit Hyperactivity Disorder).Questions and concerns center on:

organization and planning

poor grades reflected by poor performance on tests and not turning/completing work

impulsive behavior

regulating attention i.e. allocating too much or not enough attention to a task

feeling either your child or you are being blamed: he/she is lazy or you need to bemore firm about setting limits and getting homework done

medication

working effectively with the school

As you read more about ADD/ADHD, you will learn that this is a complex diagnosis. There aremany other diagnoses that look like or may co-exist along with ADD/ADHD such as anxiety,learning disabilities, speech and language issues such as auditory processing, post-traumaticstress, sleep disorders, bi-polar, lead poisoning, fetal alcohol. Getting a thorough assessmentfrom professionals with in-depth experience and training in this area is critical. Assessmentsmay involve physicians, psychologists, educators and you the parents.

When seeking a diagnosis, besides contacting your physician for a referral, parents should putin writing to the school their request to have the school determine if their child is eligible for

either Special Education (usually eligible as Other Health Impaired) or a 504 Plan. Not allchildren with ADD or ADHD will be or are eligible for services as the disability must adverselyaffect a childs educational performance and must require special education and services.

If the child is found eligible for services, Individual Education Plans (IEPs) or 504 plans need toaddress the most pressing needs. This often includes accommodations or direct instruction in:

executive function skills See Executive Function Weaknesses in Students

structuring environments to minimize distractions and increase focus on the tasks at hand

memory strategies (a student may have trouble with certain memory tasks)

In addition to seeking services and support for your child, parents often need supportthemselves as the task of parenting children with ADD/ADHD can be challenging. While theindividual with ADD/ADHD can face difficulties and hurdles, these individuals also havestrengths and gifts that need to be nurtured. Find ways to maximize these strengths and helpyour child build their life around their strengths and not around their weaknesses.





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NICHCY

DisabilityFactSheetNo.19

DisabiDisabiDisabiDisabiDisabi l i tl i tl i tl i tl i ty Fy Fy Fy Fy F act Sact Sact Sact Sact Sheet, Nheet, Nheet, Nheet, Nheet, No. 19o. 19o. 19o. 19o. 19

J anuar y 2004J anuar y 2004J anuar y 2004J anuar y 2004J anuar y 2004

M ar ioM ar ioM ar ioM ar ioM ar ios Ss Ss Ss Ss Storytorytorytorytory

Mario is 10 years old . When h e was7, h is family learned h e had AD/H D. At

the tim e, he was driving everyon e crazy.

At school, he couldnt stay in his seat or

keep qu iet. At hom e, he didn t finish his

homework or his cho res. He did scary

things, too, like climb o ut o f his win-

dow on to the roof and run across the

street withou t looking.

Things are much better now. Mariowas tested by a trained professional to

find out what h e does well and what

gives him troub le. His parents an d

teachers came up with ways to help him

at school. Mario h as trouble sitting still,

so now he does some of his work

standing up. Hes also the student who

tidies up the room and washes the

chalkboard. His teachers break down h is

lessons in to several parts. Then they

have him do each part one at a time.

This helps Mario keep h is attention on

his work.

At hom e, things have changed, too .

Now h is parents know why hes so

active. They are careful to p raise him

when he does someth ing well. They

even have a reward program to encour-

age good behavior. He earns good job

points that they post on a wall chart.

After earning 10 poin ts he gets to cho ose

someth ing fun hed like to do . Having a

child with AD/HD is still a challenge,

bu t thin gs are looking better.

W hat i s A D / H D ?W hat i s A D / H D ?W hat i s A D / H D ?W hat i s A D / H D ?W hat i s A D / H D ?

Attention-Deficit/Hyperactivity

Disorder (AD/H D) is a condition th at

can make it hard for a person to sit still,

control behavior, and p ay attention .

These d ifficulties usually begin before

the person is 7 years old. However, these

behaviors may not be no ticed un til the

child is older.

Doctors do not know just what

causes AD/ HD. However, researchers

who study the brain are coming closer

to un derstanding what m ay cause AD/

HD. They believe that some p eople with

AD/HD do no t have enough o f certain

chemicals (called neurotransmitters) in

their brain . These chemicals help the

brain con trol behavior.

Parents and teachers do no t cause

AD/HD. Still, there are m any th ings

that bo th parents and teachers can do

to help a child with AD/H D.

is theNational Dissemination Center

for Children with Disabilities.

NICHCY

P.O. Box 1492

Washington, DC 20013

1.800.695.0285 (Voice / TTY)

202.884.8200 (Voice / TTY)

[email protected]

www.nichcy.org

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AAAAA ttenttenttenttenttenttttt ion-Dion-Dion-Dion-Dion-Defefefefef i ci t / Hi ci t / Hi ci t / Hi ci t / Hi ci t / H yperyperyperyperyper actactactactact i vi vi vi vi v i ti ti ti ti tyyyyyD i sor der ( A D / H D )D i sor der ( A D / H D )D i sor der ( A D / H D )D i sor der ( A D / H D )D i sor der ( A D / H D )


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NICHCY: 1.800.695.0285 2 Fact Sheet on AD/HD (FS19

H ow C ommon is A D/ H D?H ow C ommon is AD / H D?H ow C ommon is A D/ H D?H ow C ommon is AD / H D?H ow C ommon is A D/ H D?

As man y as 5 out of every 100 children in scho ol m ay

have AD/H D. Boys are three times more likely than girls

to h ave AD/HD.

W hat AW hat AW hat AW hat AW hat A r e tr e tr e tr e tr e t he She She She She Signs of A D/ H D?igns of A D/ H D?igns of A D/ H D?igns of A D/ H D?igns of A D/ H D?

There are three main signs, or symptoms, ofAD/HD. These are:

problems with paying attention ,

bein g very active (called hyperactivity), and

acting before th inking (called impulsivity).

More information about these symp toms is listed in

a boo k called theDiagnostic and Statistical Manual of

Mental Disorders (DSM), which is published by the

American Psychiatric Association (2000). Based on these

symp tom s, three types of AD/HD have been foun d:

inattentive type, where the person cant seem to getfocused or stay focused on a task or activity;

hyperactive-impulsive type, where th e person is very

active and often acts without th inking; and

combinedtype, where the person is inattentive,

impulsive, and too active.

Inattentive type. Many children with AD/H D have

prob lems paying attention. Children with the inatten tive

type of AD/HD often:

do no t pay close attention to details;

cant stay focused on p lay or scho ol work;

don t follow through o n instructions or finish

scho ol work or chores;

cant seem to organize tasks and activities;

get distracted easily; and

lose things such as toys, school work, and boo ks.

(APA, 2000, pp. 85-86)

Hyperactive-impulsive type . Being too active is prob-

ably the most visible sign of AD/HD. The hyperactive

child is always on the go. (As he or she gets older, thelevel of activity may go down.) These children also act

before thinking (called impulsivity). For example, they

may run across the road without loo king or climb to the

top of very tall trees. They may be surprised to find

them selves in a dangerous situation. They may have no

idea of how to get out of the situation.

Hyperactivity and impulsivity tend to go

together. Children with th e hyperactive-impulsive type of

AD/HD often may:

fidget and squirm;

get out of their chairs when th eyre not supposed

to;

run around or climb constantly;

have troub le playing qu ietly;

talk too m uch;

blurt out an swers before qu estions have been

completed;

have trouble waiting their turn;

interrupt oth ers when theyre talking; and

butt in on the games others are playing.

(APA, 2000, p. 86)

Combined type. Children with th e com bined type of

AD/H D have symptoms of both o f the types described

above. They have problems with paying attention, with

hyperactivity, and with con trolling their impulses.

Of course, from time to time, all children are inatten-tive, impulsive, and too active. With children wh o have

AD/HD, these behaviors are the rule, not the exception .

These beh aviors can cause a child to h ave real

problems at hom e, at scho ol, and with friend s. As a

result, many children with AD/H D will feel anxious,

un sure of themselves, and depressed. These feelings are

no t symp tom s of AD/HD. They com e from having

problems again and again at hom e and in school.

HHHHH ow Dow Dow Dow Dow Do Yo Yo Yo Yo Y ou Kou Kou Kou Kou Know if a Chinow if a Chinow if a Chinow if a Chinow if a Chi ldldldldld

H as A D / H D ?H as A D / H D ?H as A D / H D ?H as A D / H D ?H as A D / H D ?

When a child shows signs of AD/HD, he or she needs

to be evaluated b y a trained p rofessional. This person

may work for the school system or m ay be a p rofessional

in private practice. A comp lete evaluation is the on ly way

to kn ow for sure if the child h as AD/HD. It is also

important to:

rule out oth er reason s for the child s

behavior, and

find ou t if the child has oth er disabilities alon g

with AD/HD.

W hat A bout TW hat A bout TW hat A bout TW hat A bout TW hat A bout Tr eatr eatr eatr eatr eatmenmenmenmenmenttttt ?????

There is no q uick treatment for AD/HD. Ho wever, the

symp tom s of AD/HD can be managed. Its important that

the childs family and teachers:

find out m ore about AD/HD;

learn h ow to help th e child manage his or her

behavior;


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Fact Sheet on AD/HD (FS19) 3 NICHCY: 1.800.695.0285

TTTTT ips for Pips for Pips for Pips for Pips for Parenarenarenarenarent st st st st s Learn abo ut AD/HD. The mo re you

know, the m ore you can help

yourself and you r child. See the list

of resources and organizations at

the end of this publication.

Praise your child when he o r she does well.Build your child s abilities. Talk abo ut and

encourage his or her strengths and talents.

Be clear, be consistent, be positive. Set clear

rules for your child. Tell your child wh at he or

she shoulddo, no t just what he shouldn t do.

Be clear abou t what will happen if your child

does not follow th e rules. Have a reward

program for good behavior. Praise your child

when he o r she shows the b ehaviors you like.

Learn about strategies for managing your

childs beh avior. These include valuab letechniques such as: charting, having a reward

program, ignoring behaviors, natu ral conse-

quen ces, logical consequences, and time-out.

Using these strategies will lead to m ore po sitive

behaviors and cut down on problem behaviors.

You can read abou t these techn iques in m any

books. See Resources on p age 4 of th is

publication.

Talk with your doctor abo ut whether medica-

tion will help your child.

Pay attention to your childs mental h ealth (and

your own!) . Be open to coun seling. It can h elp

you deal with the challenges of raising a child

with AD/H D. It can help your child deal with

frustration, feel better about himself or herself,

and learn mo re about social skills.

Talk to other parents whose children have AD/

HD. Parents can share practical advice and

emotio nal supp ort. Call NICHCY to find out

how to find parent group s near you.

Meet with the school and develop an educa-

tional plan to address your childs needs. Both

you and your childs teachers should get a

written copy of this plan.

Keep in tou ch with your child s teacher. Tell the

teacher how your child is doing at home. Ask

how your child is doing in scho ol. Offer

support.

TTTTT ips for Tips for Tips for Tips for Tips for Teacher seacher seacher seacher seacher s

Learn more about AD/HD. The resources and

organizations at the end o f this publication will

help you iden tify behavior support strategies

and effective ways to suppo rt the student

educationally. Weve listed some strategies

below.

Figure out wh at specific things are hard for the

student. For examp le, one student with AD/H D

may have troub le starting a task, while anoth er

may have trouble endin g one task and starting

the n ext. Each student needs different h elp.

Post rules, schedules, and assignments. Clear

rules and rou tines will help a student with AD/

HD. Have set tim es for specific tasks. Call

attention to changes in the schedule.

Show the student ho w to use an assignm ent

boo k and a daily schedu le. Also teach study

skills and learnin g strategies, and reinforce

these regularly.

Help the studen t channel his or her physical

activity (e.g., let the studen t do some work

standing up or at the board) . Provide regularly

scheduled breaks.

Make sure direction s are given step by step, and

that th e student is following the d irections.

Give direction s both verbally and in writing.

Many studen ts with AD/H D also benefit from

doing the steps as separate tasks.

Let the student do work on a computer.

Work together with the students parents to

create and im plemen t an educational plan

tailored to meet the students needs. Regularly

share information about h ow the student is

doing at hom e and at schoo l.

Have high expectations for th e student, bu t be

willing to try new ways of do ing th ings. Be

patien t. Maximize the students chances for

success.


7/14

create an education al program that fits the

childs individual n eeds; and

provide medication, if parents and the doctor

feel this would h elp the child.

W hat A bout SW hat A bout SW hat A bout SW hat A bout SW hat A bout Schoolchoolchoolchoolchool?????

School can be hard for children with AD/HD.

Success in school often m eans being able to pay

attention an d control behavior and im pulse. Theseare the areas where children with AD/H D have

trouble.

There are many ways the schoo l can h elp

students with AD/HD. Som e students m ay be

eligible to receive special edu cation services un der

the Individu als with Disabilities Education Act (IDEA).

Und er the newest amendm ents to IDEA, passed in

1997, AD/HD is specifically men tioned un der the

category of Oth er Health Impairment (OHI). Weve

included the IDEAs definition of OHI in the box on

this page. Oth er studen ts will not b e eligible for services

un der IDEA. However, they may be eligible for servicesun der a d ifferent law, Section 504 of the Rehabilitation

Act of 1973. In both cases, the schoo l and the childs

parents need to m eet and talk about what special help

the student needs.

Most students with AD/HD are helped b y supp orts or

changes in the classroom (called adaptations). Som e

common changes that help students with AD/HD are

listed in the Tips for Teachers box on page 3. More

information about helpful strategies can be foun d in

NICHCYs briefing paper calledAttention-Deficit/

Hyperactivity Disorder. The resources listed below willalso help families and teachers learn m ore about ways

to help children with AD/H D.

ResourcesResourcesResourcesResourcesResources

American Academy of Pediatrics. (2001, October).

Clinical practice guideline: Treatment o f the school-aged

child with attention-deficit/hyperactivity disorder.

Pediatrics, 108(4) , 1033-1044. (Available on line at:

www.aap.org/policy/s0120.html)

Barkley, R. (2000) .A new look at ADHD: Inhibition,

time, and self-control [video].New York: Guilford. (Phon e:

800.365.7006. Web: www.guilford.com)

Barkley, R. (2000) . Taking charge of AD/HD: The com-

plete authoritative guide for parents (Rev. ed.). New York:

Guilford. (See contact information above.)

Many students with AD/HD may qualify for special education

services under the Other Health Impairment category within the

Individuals with Disabilities Education Act (IDEA). IDEA defines

other health impairment as...

...having limited strength , vitality or alertness, includ ing aheightened alertness to environm ental stimuli, that results in

limited alertness with respect to the educational environmen t,that is due to chronic or acute health p roblems such as asthm a,

attention deficit disorder or attention d eficit

hyperactivity disorder, diabetes, epilepsy, a heart condition,hem ophilia, lead poisoning, leukemia, nephritis, rheum atic

fever, and sickle cell anemia; and adversely affects a child'seducational performance.

34 Code of Federal Regulations 300.7(c)(9

Dendy, C.A.Z. (1999). Teaching teens with ADD and

ADHD: A quick reference guide for teachers and parents.

Bethesda, MD: Woodbine. (Phone: 800.843.7323.

Web: www.woodbinehouse.com .)

Fowler, M. (1999) .Maybe you know my kid: A parents

guide to helping your child with attention deficit hyperactiv-ity disorder(3 rd ed.) . Kensington, NY: Citadel. (Ph on e:

877.422.3665. Web: www.kensingtonbooks.com )

Fowler, M. (2002). Attention-deficit/h yperactivity

disorder.NICHCY Briefing Paper, 1-24. (Phon e:

800.695.0285. Also available on the Web site:

www.nichcy.org)

National Institutes of Health. (1998) . Diagnosis and

treatment of attention deficit hyperactivity disorder.NIH

Consensus Statement, 16(2), 1-37 [On-line]. Available:

odp.od.nih.gov/consensus/cons/110/110_statement.htm

OrganizationsOrganizationsOrganizationsOrganizationsOrganizations

Attention Deficit Disorder Association

P.O. Box 543

Pottstown, PA 19464

484.945.2101

E-mail: mail@add .org

Web: www.add.org

CH.A.D.D. (Children and Adults with Attention-Deficit/

Hyperactivity Disorder)

8181 Pro fessional Place, Suite 150

Landover, MD 20785301.306.7070

800.233.4050

Web: www.chadd.org

FS19, January 2004

Publication o f this docum ent is m ade po ssible throu gh Cooperative Agreement #H326N030003 between the Academy for

Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this

documen t do not necessarily reflect the views or policies of the Departm ent o f Education, no r does m ention of trade n ames,

comm ercial products, or organizations imply endo rsemen t by th e U.S. Governm ent.

This publication is copyright free. Readers are encouraged to copy and share it, but please credit the National Dissemination

Center for Child ren with Disabilities (NICHCY).


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Families and Advocates Partnership for Education (FAPE)FAPE Coordinating Office: PACER Center, Inc. 8161 Normandale Blvd., Minneapolis, MN 55437

952-838-9000 voice ~ 952-838-0190 TTY ~ 952-838-0199 fax ~ 1-888-248-0822 toll-free

Web site: www.fape.org~ E-mail: [email protected]

Readers are encouraged to copy and share this information, but please credit PACER Center.

S chool A ccommodations

and M odifications

Some students with disabilities need accommodationsor modifications to their educational program in orderto participate in the general curriculum and to be success-

ful in school. While the Individuals with Disabilities

Education Act (IDEA) and its regulations do not define

accommodations or modifications, there is some agree-

ment as to what they mean. An accommodation as used in

this document allows a student to complete the same

assignment or test as other students, but with a change in

the timing, formatting, setting, scheduling, response and/or

presentation. This accommodation does not alter in any

significant way what the test or assignment measures.Examples of accommodations include a student who is

blind taking a Braille version of a test or a student taking a

test alone in a quiet room.

Amodification as used in this document is an adjust-ment to an assignment or a test that changes thestandard or what the test or assignment is supposed to

measure. Examples of possible modifications include a

student completing work on partof a standard or a

student completing an alternate assignment that is more

easily achievable than the standard assignment.

Needed modifications and accommodations should bewritten into a students Individualized EducationProgram (IEP) or Section 504 Plan. These changes

should be chosen to fit the students individual needs. Its

important to include the student, if appropriate, when

discussing needed accommodations and modifications.

Asking the student what would be helpful is a good first

step.

Here are some ideas for changes in textbooks andcurriculum, the classroom environment, instructionand assignments, and possible behavior expectations that

may be helpful when educating students with disabilities.

When reviewing these ideas, keep in mind that anyaccommodations or modifications an IEP team chooses

must be based on the individual needs of students, and

the changes must be provided if included in the childs

IEP.

Textbooks and Cur r iculum

Books Provide alternative books with similar concepts, but at

an easier reading level.

Provide audiotapes of textbooks and have the studentfollow the text while listening.

Provide summaries of chapters.

Provide interesting reading material at or slightly abovethe students comfortable reading level.

Use peer readers.

Use marker to highlight important textbook sections.

Use word-for-word sentence fill-ins.

Provide two sets of textbooks, one for home and one

for school. Use index cards to record major themes.

Provide the student with a list of discussion questions

before reading the material.

Give page numbers to help the student find answers.

Provide books and other written materials in alternative

formats such as Braille or large print.

Curriculum Shorten assignments to focus on mastery of key

concepts.

Shorten spelling tests to focus on mastering the mostfunctional words.

Substitute alternatives for written assignments (clay

models, posters, panoramas, collections, etc.).

FAPE-27

Oct. 31, 20 0 1


9/14

Families and Advocates Partnership for Education (FAPE)

S chool A ccommodations and M odifi cations - 2

Specify and list exactly what the student will need to

learn to pass. Review this frequently.

Modify expectations based on student needs (e.g.,

When you have read this chapter, you should be

able to list three reasons for the Civil War.).

Give alternatives to long written reports (e.g., write

several short reports, preview new audiovisual materi-als and write a short review, give an oral report on anassigned topic).

Classroom Environment Develop individualized rules for the student.

Evaluate the classroom structure against the studentsneeds (flexible structure, firm limits, etc.).

Keep workspaces clear of unrelated materials.

Keep the classroom quiet during intense learning times.

Reduce visual distractions in the classroom (mobiles,

etc.).

Provide a computer for written work.

Seat the student close to the teacher or a positive role

model.

Use a study carrel. (Provide extras so that the studentis not singled out.)

Seat the student away from windows or doorways.

Provide an unobstructed view of the chalkboard,

teacher, movie screen, etc. Keep extra supplies of classroom materials (pencils,

books) on hand.

Use alternatives to crossword puzzles or word finds.

Maintain adequate space between desks.

I nstruction and A ssignments

Directions Use both oral and printed directions.

Give directions in small steps and in as few words aspossible.

Number and sequence the steps in a task.

Have student repeat the directions for a task.

Provide visual aids.

Show a model of the end product of directions (e.g., a

completed math problem or finished quiz).

Stand near the student when giving directions or

presenting a lesson.

Time/transitions Alert student several minutes before a transition from

one activity to another is planned; give several

reminders.

Provide additional time to complete a task.

Allow extra time to turn in homework without penalty.

Provide assistance when moving about the building.

Handwriting Use worksheets that require minimal writing.

Use fill-in questions with space for a brief responserather than a short essay.

Provide a designated notetaker or photocopy ofother student or teacher notes. (Do not require a poor

notetaker or a student with no friends to arrange with

another student for notes.)

Provide a print outline with videotapes and filmstrips.

Provide a print copy of any assignments or directions

written on the blackboard.

Omit assignments that require copying, or let the

student use a tape recorder to dictate answers.

Grading Provide a partial grade based on individual progress or

effort.

Use daily or frequent grading averaged into a grade for

the quarter.

Weight daily work higher than tests for a student whoperforms poorly on tests.

Mark the correct answers rather than the incorrect

ones. Permit a student to rework missed problems for a

better grade.

Average grades out when assignments are reworked,or grade on corrected work.

Use a pass-fail or an alternative grading system when

the student is assessed on his or her own growth.


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Tests Go over directions orally.

Teach the student how to take tests (e.g., how to

review, to plan time for each section).

Provide a vocabulary list with definitions.

Permit as much time as needed to finish tests.

Allow tests to be taken in a room with few distractions

(e.g., the library).

Have test materials read to the student, and allow oral

responses.

Divide tests into small sections of similar questions orproblems.

Use recognition tests (true-false, multiple choice, or

matching) instead of essays.

Allow the student to complete an independent project

as an alternative test. Give progress reports instead of grades.

Grade spelling separately from content.

Provide typed test materials, not tests written in

cursive.

Allow take-home or open-book tests.

Provide possible answers for fill-in-the blank sections.

Provide the first letter of the missing word.

Math Allow the student to use a calculator without penalty.

Group similar problems together (e.g., all addition in

one section).

Provide fewer problems on a worksheet (e.g., 4 to 6

problems on a page, rather than 20 or 30).

Require fewer problems to attain passing grades.

Use enlarged graph paper to write problems to help

the student keep numbers in columns.

Provide a table of math facts for reference.

Tape a number line to the students desk. Read and explain story problems, or break problems

into smaller steps.

Use pictures or graphics.

Other Use Post-it notes to mark assignments in textbooks.

Check progress and provide feedback often in the first

few minutes of each assignment.

Place a ruler under sentences being read for better

tracking.

Introduce an overview of long-term assignments so thestudent knows what is expected and when it is due.

Break long-term assignments into small, sequential

steps, with daily monitoring and frequent grading.

Have the student practice presenting in a small group

before presenting to the class.

Hand out worksheets one at a time.

Sequence work, with the easiest part first.

Use blackline copies, not dittos. Provide study guides and study questions that directly

relate to tests.

Reinforce student for recording assignments and due

dates in a notebook.

Draw arrows on worksheets, chalkboard, or

overheads to show how ideas are related, or use other

graphic organizers such as flow charts.

Behavior

Arrange a check-in time to organize the day. Pair the student with a student who is a good behavior

model for class projects.

Modify school rules that may discriminate against the

student.

Use nonverbal cues to remind the student of ruleviolations.

Amend consequences for rule violations (e.g., reward a

forgetful student for remembering to bring pencils toclass, rather than punishing the failure to remember).

Minimize the use of punishment; provide positive aswell as negative consequences.

Develop an individualized behavior intervention plan

that is positive and consistent with the students ability

and skills.

Increase the frequency and immediacy of reinforce-

ment.


S chool A ccommodations and M odifi cations - 3


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S chool A ccommodations and M odifications - 4

Arrange for the student to leave the classroom volun-

tarily and go to a designated safe place when underhigh stress.

Develop a system or a code word to let the student

know when behavior is not appropriate.

Ignore behaviors that are not seriously disruptive.

F unding for the F A P E P roj ect comes from the U .S. D epartment of E ducation, Off ice of Special E ducation P rograms (Coopera-

tive A greement N o. H 326A 98 0004 ). T his document w as review ed by the U . S. Office of Special E ducation P rograms (OSE P )

the OSE P P roject Off ice, and the F A P E P roject D irector for consistency w ith the Individuals w ith D isabilities E ducation A c

A mendments of 1997. T he contents of this document do not necessari ly reflect the v iew s or policies of the U .S . D epartment

of E ducation, nor does ment ion of other organ izations imply endorsement by those organizations or the U .S . G overnment .

Develop interventions for behaviors that are annoying

but not deliberate (e.g., provide a small piece of foamrubber for the desk of a student who continually taps a

pencil on the desktop).

Be aware of behavior changes that relate to medicationor the length of the school day; modify expectations if

appropriate.


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Executive Function Weakness in Students

Overview and ImplicationsExecutive Function Abilities:

are located in the pre-frontal lobe of the brain (behind the forehead) are impacted to varying degrees in children and adults with ADHD, Non-Verbal

Learning Disabilities, Aspergers Syndrome, Anxiety, Traumatic Brain Injury,Obsessive/Compulsive Disorder and Tourettes Syndrome

include several areas that are affected differently in each individual (some peoplehave deficits in only a few areas while others may be impacted across all areas)

are separate and distinct from intelligence

are evaluated through a neuro-psychological assessment

are better predictors of GPA/school success than college entrance scores

Executive Processing Areas:

Concept Formation (identifying common features in categories of objects, ideas or events Planning, Strategizing and Organizing

Working Memory (holding information in memory while working with it)

Initiation (being able to start or initiate) Inhibition (being able to stop or not start something)

Cognitive Flexibility (being flexible in ones thinking, flexible to change viewpoints)

Self-Monitoring (monitoring what one is doing and how well it is going)

Some Implications for Education:

Certain executive skills result in time blindness (misinterpreted as laziness orwillful behavior):

o teach time management strategies to meet deadlines instead of extendingdeadlines, which gives a student who already manages time poorly MOREtime to use ineffectively

o teach how to estimate the time a task should take compared to the actualtime to increase self-monitoring and awareness of time, as students oftensignificantly underestimate how long something should take, and do notallocate enough time to complete the work

o require, teach and monitor use of daily and long term planning calendarso break long term projects into smaller tasks with required interim due

dateso give feedback specific to time management skills or other strategies that are

blocking the work and avoid general statements like try harder, bemore focused, be more careful or plan ahead.

Rev.8.08Page 1 of 2


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Rev.8.08Page 2 of 2

While the student is working on school assignments, talk with the student aboutthe strategies and the reason for their use (role model: I am using this memorystrategy because, guide with questioning: what strategy will you use?).This increases awareness of these skills (meta-cognition). Repetition, rehearsal,repetition, rehearsal is needed.

Set goals with students around strategies - students weak in self-monitoring are

weak in evaluating their performance and using that information to guide the future. Monitor the students use of strategies (close to the point of performance), give

feedback to the student and hold them accountable, as self-monitoring is one ofthe deficits.

Be persistent and patient. With weak cognitive flexibility skills, students need moretime and coaching to adjust and change their thinking.

Provide direction with decreasing prompts until the student demonstrates use ofthe strategies.

Coordinate home/school strategies for consistency and reinforcement.

SOURCES/RESOURCES

o Barkeley, Russell, Taking Charge of ADHD, 2002

o Bratten, Ph.D. and Felopulos, Ph.D., Straight Talk about Psychological Testing for

Kids, 2004

o Crutsinger and Moore, ADD Quick Tips: Practical Ways to Manage Attention Deficit

Disorder Successfully, 1997

o Levine, M.D., The Myth of Laziness, 2003

o Serepca, Ph.D., Ruth, Executive Processing: Relationship to Learning and Social

Functioning, Presentation to the Northern Calif. Dyslexia Assoc., 2002

o Wood, Woloshyn and Willoughby, Cognitive Strategy Instruction for Middle and

High Schools, 1995


Serving Marin, Napa, Solano and Sonoma CountiesEmpowering families of children withspecial needs to understandand access the systems that serve them.



1 (800) 578-2592
http://www.matrixparents.org/http://www.matrixparents.org/http://www.matrixparents.org/


14/14

Sample LetterRequest for an Initial Assessmentfor Special Education Eligibility

Parent/Guardians nameAddressCity, State, Zip CodeDaytime Telephone

Date

______________(Principal or Special Education Director)Local School DistrictAddressCity, State, Zip Code

Dear _______________:

I am the parent of__________ who is in the ___ grade at ____________(school). I am requestinga comprehensive assessment in all areas related to suspected disability to determine whether

__________is eligible for special education and/or related services either under the Individualswith Disabilities Education Act (including the Other Health Impairment category) or Section 504 ofthe Rehabilitation Act of 1973. [NOTE: If your child has a health impairment such as ADHD,Tourettes, or sleep apnea, eligibility under the Other Health Impairment category needs tobe considered.]

I am requesting this assessment because __________________(be specific). The followinginterventions and accommodations have already been tried. (list interventions such as seatingassignments, quiet area to take tests, etc.) However, my student continues to struggle in schoolwith___________. If applicable add:____________has been diagnosed with _______________by____________(professional).

It is my understanding that I will hear back from you in writing within 15 days of this request.

I look forward to hearing from you and working with you and your staff.

Sincerely,

Your name

cc: include others who you think might need to know about your request

***************************************************************************

NOTE:If the district agrees to conduct an assessment, when you give your written permission to the assessmentplan, it is VERY important to put in writing that you would like copies of all written reports one week prior tothe meeting where these reports will be discussed.

adhd packet

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