Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) frequently experience co-occurring problems with aggression, mood swings, tics, anxiety, or depression. Organized around detailed case presentations, this highly informative book helps the clinician make sound decisions when assessing and treating the full range of ADHD comorbidities. --- from the publisher Reviews: "This book sets a new standard. Reid and Johnson do a superb job of translating current ADHD theory and research into practical, step-by-step recommendations for educators. The book dispels common myths while providing accurate, up-to-date information. Everything teachers need to know about ADHD is covered, including the use of functional behavioral assessment to design effective behavioral interventions and strategies for addressing academic and social difficulties and enhancing student self-regulation. This is an outstanding guide for general and special education teachers at any stage of their careers, and will be a useful text in teacher preparation programs."--George J. DuPaul, PhD, Department of Education and Human Services, Lehigh University "Given the prevalence of ADHD and the trend toward including these students in general education classrooms, virtually every teacher has one or more students with ADHD. Most teachers, through no fault of their own, are not equipped to deal with the complexities of managing the behavior and learning problems that such students present. Fortunately, this book does just what the title suggests/m-/it guides the teacher toward creating more productive learning environments for students with ADHD. Drawing on the most current theory and research, Reid and Johnson present with clarity what teachers need to do to help students with ADHD achieve their academic and social potentials."--Daniel P. Hallahan, PhD, Charles S. Robb Professor of Education and Director of Doctoral Studies, Curry School of Education, University of Virginia “This book is uniquely tailored for educators working with children who have ADHD. It reflects current, evidence-based approaches to instruction, intervention, and family collaboration in a manner that is highly practical and useful. Coverage of instructional and behavioral interventions for use in classroom settings is stellar. The style of presentation is remarkably clear, straightforward, and easy to read. I strongly recommend this book for all educators at the elementary and secondary levels, as well those who are preparing for the profession.”--Thomas J. Power, PhD, Professor of School Psychology in Pediatrics and Education, University of Pennsylvania; Director, Center for Management of ADHD, The Children’s Hospital of Philadelphia "This is one of the most comprehensive, accessible, and useful books on meeting the needs of students with ADHD. Current, conceptually sound, clearly written, and practical. The authors apply key research on ADHD to practical considerations about how to improve students' outcomes. No important issue is left untreated. It will be an indispensable resource for teachers, school psychologists, behavior consultants, and researchers."--Deb Smith, PhD, Assistant Principal, Lincoln (Nebraska) Public School District About the Authors: Robert Reid, PhD, is Professor in the Department of Special Education and Communication Disorders at the University of Nebraska–Lincoln. He has done extensive work nationally and internationally on children with ADHD and on cognitive strategy instruction. He has also conducted research with youth in residential settings and in out-of-home care. Dr. Reid has published over 100 articles and book chapters as well as the coauthored ADHD Rating Scale–IV, which is now used in seven countries, and presents at national and international conferences. He is a recipient of the Special Education Student Research Award from the American Educational Research Association and the Jeannie P. Baliles Child Mental Health Research Award from the Virginia Treatment Center for Children. Dr. Reid currently serves on the editorial boards of five journals and actively reviews for a number of others. Joseph Johnson, PhD, is Assistant Professor in the Department of Educational Studies at the University of Wisconsin–La Crosse. Prior to earning his doctorate in special education, he taught in public secondary schools for over 13 years, including 6 years as a special education teacher in both resource and cotaught classrooms. His interests include cognitive strategy instruction and academic interventions for adolescents with ADHD. |
