Attention+Articles

** Put your name on the first line and then the title and issue # on the second line all in bold-face type. ** Next, put the 3-5 points you took away from the article to share with your classmates.
 * Post the name of your article and the publication date and/or issue. **

Ex:
 * Ann Knackendoffel**
 * "To Tell or Not to Tell" April 2009 Vol. 16 #2**
 * point 1
 * point 2
 * etc.


 * Brittany Boyers**
 * "Lying About Schoolwork" August 2009 Vol. 16 #4**


 * This article focused on those students who try to blame everyone in their path for their academic struggles. Some important things I found to consider if you find your child lying about schoolwork are:
 * Probe for and validate the child/teen's underlying fears without condoning the lying behavior.
 * Acknowledge and praise your child when he/she is up front and open with you by expressing appreciation for it.
 * Remember there is a strong difference between cannot and choose not. Perhaps the child is not completing assignments/lying about schoolwork because there is an underlying problem such as ADHD or a Learning Disability.
 * Be mindful that students can often get easily stressed and they may act out because of social, substance abuse, emotion and home adjustment issues and these can all lead to the child shutting down academically.
 * If it is necessary, seek support and help from school resources including guidance staff and teachers.


 * Sarah Conrow**
 * AD/HD Plus Co- Existing Conditions: "AD/HD, Substance Use, And Addiction" Feb. 2010 Vol. 17 NO. 1**


 * Those who are undiagnosed and untreated and have ADHD are likely to self medicate and use alcohol and drugs due to their uncertainty as to why their life seems so much harder to live then their friends around them
 * People with AD/HD will most likely encounter depression and anxiety at least once in their lifetime. Most people are treated with anti-depressants/ anti-anxiety medications which help them cope with this.
 * People with AD/HD often times try various substances such as alcohol and tobacco if they are not treated with some form of a stimulant at a young age.
 * Another reason people with ADHD are more prone to experiment with drugs and alcohol is because they are seeking thrill and less boredom
 * The impulsivity that ADHD brings tends to cause people to "do before thinking", leading many to drugs and alcohol


 * Kristin McDonnell**
 * "Learning to Manage Anger" June 2010**
 * Teach students strategies to control their emotions that lead to anger: frustration--try something different; helplessness--seek help; overwhelmed--prioritize; grief--expression and time
 * Communication Model: ”How do I feel?”--”What do I need?” This article talks about teaching students this kind of communication model when they feel their anger starting to build. They ask themselves, how do I feel--and most often the answer will be one of the emotions from the first bullet. Then, they ask themselves 'what do I need?' Finally, they take action to get the help they need.
 * Children with ADHD are more responsive to immediate/frequent rewards rather than delayed incentives.
 * Stigma and Propaganda about ADHD hits some communities harder than others (African American). In this article in the conversations column, it is discussed that ADHD is actually under misidentified in African American communities due to the negative stigma it brings with it. This is not a problem recognized in this culture.
 * The Lived Experience: “The only way you fail is when you stop fighting, when you give up and stop trying. You need to show that teen spirit of never knowing when to quit and say, “help me” or “get out of my way."


 * Chelsea Henning**
 * "From Defiance to Compliance" June 2008**
 * Three steps to compliance training (form effective command, reward compliance, manage compliance)
 * Discipline mistake parents make (respond inconsistently to noncompliance, give into child's coercive strategies, fail to reinforce compliance or to manage compliance)
 * Time out sessions (**Why:** To teach child that parent can interrupt an inappropriate behavior until the appropriate behavior occurs, **Where:** An isolated location you can still monitor, **How long:** Up to one minute per year of child's age, **Rules:** Child must remain in time-out chair and cannot play with any objects. Child may talk, but parent must not respond or give attention during a time-out session. **Dealing with rule violations:** Reset times for first and second violations. If child continues to resist time-out, suspend privileges for a specified time period. Then provide another opportunity to complete time-out. Repeat until child's successfully completes time out.)


 * Meghan Heeney**
 * "Preventing Problem Behaviors: Six Proactive Strategies" December 2007 Vol. 14 #5**
 * The article that interested me the most was not actually directed towards educators, but I feel like I could adapt the information to the classroom.**
 * Maintain a disability perspective
 * Establish a parental division of labor (use a para as your teammate)
 * Establish daily routines (very applicable in the classroom)
 * Make your home (or classroom) ADHD friendly
 * Teach organizational skills (also very big in the classroom for kids with ADHD)
 * Communicate clear behavioral expectations (should do this with all kids)

**Ashley Regier** “Raising Girls with ADHD” August 2010 Vol. 17 # 4

I’m really glad that this article was written because many times it is boys that are frequently diagnosed with ADHD, so I found this really interesting.

•Inattentive ADHD often affects girls although there are some boys with it. They respond to medication just like hyperactive kids but often need different treatment in the classroom.

•Girls with inattentive type ADHD respond better to encouragement than to criticism and are often overwhelmed in competitive situations.

•Sleep disorders are very common among not only girls but also all teens with ADHD.

•In middle school, ADHD symptoms seem to increase due to the hormonal fluctuations. ADHD rise and fall with estrogen levels.

•Homework is a constant struggle for girls with ADHD, so having the student do homework at the table where there is nearby company might be helpful.

"Bullying Prevention and Intervention" December 2009 Vol. 16 No. 6
 * Molly Edelman**


 * Bullying in schools is peer on peer abuse
 * Bullying incidents can be reduced or prevented
 * Attitudes have to change
 * Students and staff be provided with tools to create a safe and successful environment
 * Process needed for sustaining the changes over a long term
 * When it comes to bullying, short term fixes do not work
 * There are four anti bullying rules
 * We will not bully others
 * We will try to help students who are bullied
 * We will include students who are left out

Lindsey Gerow "Consider Their Future" October 2009 Volume 16 number 5
 * 1. Of the 4.5 million children diagnosed with AD/HD less than 50% are treated. This is because parents of those children think it will be easier to not treat and that they will "grow out" of AD/HD.**
 * 2. The mother in this story exaggerated the point that early detection is key to a child's future success in all aspects of life not just education.**
 * 3. I thought that it was interesting that her son Blake and daughter Madison both have AD/HD, but their mom thought that only Blake had AD/HD because he was so physically active at a young age. It wasn't until Madison was in 5th grade that her mom realized that her notes were scattered and she was unable to focus. The two children had the same disease but exhibited extremely different symptoms.**


 * Regina Berns**
 * "Adapting Curricula and Instruction for a Child with AD/HD" August 2008**


 * Try using manipulatives - they may help them learn or they may be a distraction
 * Break lessons into short chunks
 * Read to them and let them move or lie on the floor, whatever will help them concentrate which may not be and probably doesn’t include sitting still.
 * Highlight, underline, and use color

**Erin Ross ** **“Everything You Ever Wanted to Know About AD/HD Coaching (But Were Too Busy to Ask)”. October 2008 Vol. 15 #5 ** · The goals of coaching is to help people become more aware of how AD/HD manifests itself in their daily lives and to help them find ways to get around these problem areas by using strength-based strategies. · Kids, parents, and adults of all ages can benefit from coaching. The standard is to make sure that they want to be coached and to work in a partnership, they admit and accept having AD/HD, and they are actively looking to make changes. · There are seven tips for successful coaching -Pre-Plan the Day Before: you will become more directed and centered -Create Books Ends: have regular body rhythms, predictability, and consistency in your schedule  -Exercise! Exercise! Exercise!: this is key to peak performance and to gaining focus and control -Think in Terms of Threes: name the three most pressing items for the day that, once completed, will make you feel a sense of accomplishment. -Stop Avoiding: do the item on your to-do list, first -Park It: put your thoughts on a piece of paper: write your thoughts down on paper -Take Time to Play: take time off for yourself

**Sarah Hambley**
 * Planning and Attention Problems in AD/HD: What Parents and Teachers Can Do. October 2007, Vol. 14 #4**


 * Alexandria Luria states that there are four basic intellectual psychological processes—Planning, Simultaneous, Attention, and Successive. These cognitive processes contribute to students’ learning and behavior.
 * Attention: being able to tune out distractions is an important part of Attention.
 * Planning: the way of thinking a student uses to develop a strategy for doing something.
 * Self-monitoring strategies are helpful for students who are inattentive or who have weak planning processing.
 * Parents and teachers can help students with AD/HD by providing effective strategies to complete an assignment/project. Telling children what to do is very different than making them see the usefulness of a strategy.

Jane Keehn
 * AD/HD is a Family Affair:April**

· AD/HD is a family struggle, affecting each member in a different way · Reminders, praise, and patience go a long way when dealing with individuals with AD/HD · Help students build up structure and accountability in the classroom · Providing clear expectations will provide better understanding

**Emerald Peters** Attention Volume 16 NO 2 April 2009 -In the African American, Latino, and Orthodox Jewish communities negative stigma of AD/HD is present. -In the African American and Latino communities many members do not believe that AD/HD is a real learning disability. Often parents are simply seen as inadequate. -Second generation Latino families are more likely to have an open minded response to a diagnosis of AD/HD. -In the Orthodox Jewish community AD/HD is not spoken about because it might scare off or deter possible marriage prospects. -Many Orthodox Jewish parents hide from their children that they are diagnosed with AD/HD.

April 2010 issue //ADHD and (Mis) Perception of the Truth, (Mis) Interpretation, and Other “Honest Lying” Behaviors// · problematic processing and executive functions for those with ADHD · these problems cause communication problems which are frequently labeled as lying or untrustworthy · “zoning out” leaves people with ADHD with a gap in information, causing frustration in trying to recover · those with ADHD frequently do not remember what they have said · in dealing with these miscommunications remain calm and do inflict punishment, work with those with ADHD and keep a positive outlook
 * Mickie McKenna**