Practical Techniques, Strategies, and Interventions for Helping Children with
Attention Problems and Hyperactivity

Table of Contents

Section 1: What is ADD/ADHD?

Section 2: Critical Factors in Working with ADD/ADHD Children

Section 3: A List of Dont’s

Section 4: A Comprehensive Treatment Program for ADD/ADHD

Section 5: Preventing Behavioral Problems in the Classroom Through Management Techniques

Section 6: Preventing Problems During Transitions and Noninstructional Time

Section 7: Attention: Getting It, Focusing It, Keeping It

Section 8: How to Teach Students Organization and Study Skills

Section 9: Multisensory Instruction

Section 10: Language Arts Strategies

Section 11: Written Language Strategies

Section 12: Math Strategies

Section 13: Tips for Giving Directions

Section 14: The Advantages of Cooperative Learning with ADD/ADHD Students

Section 15: Learning Styles

Section 16: Relaxation, Guided Imagery, and Visualization Techniques

Section 17: Music for Transitions, Calming, and Visualization

Section 18: Communication with Parents and Mutual Support

Section 19: A Parent’s Story: What Every Teacher Needs to Hear

Section 20: Medication and School Management

Section 21: What Abut Kindergarten?

Section 22: The Challenge of Middle School and Junior High

Section 23: Actual Case Studies with Intervention Plans

Section 24: How Administrators Can Help Teachers and Students Succeed

Section 25: Team Teaching and Teacher Partnerships

Section 26: Using Tutors and Volunteers to Help Students in the Classroom

Section 27: School Documentation and Communication with Physicians and Agencies

Section 28: School Referrals, Assessment, and Special Education Placement

Section 29: Exemplary Model Programs

Section 30: Child Advocacy: Going the Extra Mile

Bibliography and Recommended Resources

Several interviews included (Joe, Spencer, Steve, Susan, Mike, Bruce, Amy, Joseph, John, Brita, Malinda, Bob, Brad)


Editorial Reviews

A comprehensive resource that addresses the “whole child,” as well as the team approach to meeting the needs of students with attention deficit hyperactivity disorder. Includes management techniques that promote on-task behavior and language arts, whole language, and multi-sensory instruction strategies that maintain student attention and keep students involved.


Reader Reviews

“I bought this book after I heard Sandra speak at an ADHD convention… A very thorough book on how to teach ADHD children. If you are going to buy just one book that says it all this is it…”

Thorough strategies for teaching ADHD children, A reader from Israel, October 4, 2002

“I wish that ALL reference books were written this clearly. Whether your looking to use this book to do a presentation in school, a teacher looking for help on teaching ADHD students, or have an ADHD child of your own, this is for you. It’s a no non sense, straight forward guide to ADHD. It includes the causes, symptoms, treatment suggestions, and more. It even goes into specific strategies that teachers can use in the classroom.

The best part about it is that its broken down into detailed chapters and sections, making it easy for you to find EXACTLY what your looking for. It’s also written in VERY understandable terms. This is not a medical book, it’s a for the average person. This book is an unbelievably well written guide to one of the most common learning disabilities of today. If your looking for a great reference, look no further, you’ve found the best.”

GREAT Reference for School, or Real Life, A reader from USA, July 29, 2002

“I have used this book extensively in my roles as a parent of an ADHD child, educator and now as a clinical psychology doctoral student. It is an absolutely phenomenal resource! It offers not only diagnostic assistance and strategies but much needed hope for parents in distress. I give this book to families with children who have been newly diagnosed with ADHD, teachers I consult with and my professional peers.”

A Must Have Reference for Parents, Educators & Professionals, A reader from La Jolla, CA United States, October 22, 2001