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Books on the topic 'Classroom effects of ADHD'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Pierangelo, Roger. Classroom management techniques for students with ADHD. Thousand Oaks, CA: Corwin Press, 2008.

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2

1938-, Stevens Suzanne H., ed. Classroom success for the LD and ADHD child. Winston-Salem, N.C: J.F. Blair, 1997.

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3

All about ADHD: The complete practical guide for classroom teachers. New York: Scholastic Professional Books, 1996.

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4

Flick, Grad L. Managing ADHD in the K-8 classroom: A teacher's guide. Thousand Oaks, Calif: Corwin Press, 2010.

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5

Jacobelli, Frank. ADD/ADHD Drug Free. New York: AMACOM Books, 2009.

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6

Team, AGI Creative, ed. Adobe After Effects CS5 digital classroom. Indianapolis, IN: Wiley Pub., 2009.

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7

Joseph, Johnson, ed. Teacher's guide to ADHD. New York: Guilford Press, 2012.

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8

DeRuvo, Silvia L. Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas. San Francisco, Calif: Jossey-Bass, 2009.

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9

ADHD medication abuse: Ritalin, Adderall, & other addictive stimulants. Broomall. PA: Mason Crest, 2015.

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10

Brock, Cynthia A. The effects of referential questions on ESL classroom discourse. [Honolulu]: Department ofEnglish as a Second Language, University o f Hawaii at Manoa, 1985.

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11

Otitis media: Coping with the effects in the classroom. Stanhope, N.J: Hear You Are, Inc., 1989.

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12

Catherine, Mollica, and Maruff Paul, eds. Cognitive impairment in children with ADHD. Hauppauge, N.Y: Nova Science, 2010.

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13

Catherine, Bagwell, and Erkulwater Jennifer L, eds. Medicating children: ADHD and pediatric mental health. Cambridge, Mass: Harvard University Press, 2008.

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14

DeRuvo, Silvia L. Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas, grades 6-12. San Francisco: Jossey-Bass, 2009.

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15

DeRuvo, Silvia L. Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas, grades 6-12. San Francisco: Jossey-Bass, 2009.

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16

Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas, grades 6-12. San Francisco: Jossey-Bass, 2009.

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17

James, Levin. The self-control classroom: Understanding and managing the disruptive behavior of all students, including those with ADHD. Dubuque, Iowa: Kendall/Hunt Pub., 1996.

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18

Hoxby, Caroline Minter. Peer effects in the classroom: Learning from gender and race variation. Cambridge, Mass: National Bureau of Economic Research, 2000.

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19

Angrist, Joshua David. How important are classroom peer effects?: Evidence from Boston's Metco program. Cambridge, MA: National Bureau of Economic Research, 2002.

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20

F, Rief Sandra, ed. How to reach and teach children with ADD/ADHD: Practical techniques, strategies, and interventions. 2nd ed. San Francisco, CA: Jossey-Bass, 2005.

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21

Breggin, Peter Roger. Talking back to Ritalin: What doctors aren't telling you about stimulants and ADHD. Cambridge, Mass: Perseus, 2001.

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22

Talking back to Ritalin: What doctors aren't telling you about stimulants and ADHD. Cambridge, Me: Perseus Pub., 2001.

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23

Robert, Ullman, ed. Ritalin-free kids: Safe and effective homeopathic medicine for ADHD and other behavioral and learning problems. 2nd ed. Roseville, Calif: Prima Health, 2000.

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24

Jacobelli, Frank. ADD/ADHD drug free: Natural alternatives and practical exercises to help your child focus. New York: AMACOM/American Management Association, 2007.

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25

Tode, Tomoko. Effects of frequency in classroom second language learning: Quasi-experiment and stimulated-recall analysis. Bern: Peter Lang, 2008.

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26

Nura, Resh, ed. Classroom composition and pupil achievement: A study of the effects of ability-based classes. New York: Gordon and Breach Science, 1986.

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27

Hopkins, Susan. Test performance in the classroom: Effects of time-of-day, stress level and gender. Sudbury, Ont: Laurentian University, Department of Psychology, 1994.

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28

Pfiffner, Linda J., and Lauren M. Haack. Nonpharmacologic Treatments for Childhood Attention-Deficit/Hyperactivity Disorder and Their Combination with Medication. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0003.

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Of the nonpharmacological treatments for childhood attention-deficit/hyperactivity disorder (ADHD), behavioral interventions have the largest evidence base. Current behavioral interventions include behavioral parent training, behavioral classroom management, child skills training, behavioral multicomponent interventions, and multimodal treatment, which combines behavioral interventions and medication. This updated review of studies reveals significant behavioral treatment effects from randomized controlled trials on a wide range of child outcomes including ADHD and oppositional defiant disorder symptoms as well as areas of functional impairment such as homework, organizational, and social behaviors. Combined behavioral and medication treatments appear to reduce the needed dose or intensity of each intervention.

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29

Classroom Mystery: A Book about ADHD. QEB Publishing Inc., 2019.

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30

ADD/ADHD Alternatives in the Classroom. Association for Supervision & Curriculum Deve, 1999.

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31

Alloway, Tracy Packiam, and Ana Sanfelippo. Classroom Mystery: A Book about ADHD. QEB Publishing Inc., 2019.

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32

ADHD in the Classroom: Strategies for teachers. New York, NY: Guilford Publications, 1994.

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33

ADHD In The Classroom: A Powerful, Practical Solution. Xlibris Corporation, 2004.

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34

Team, AGI Creative, and Jerron Smith. After Effects CC Digital Classroom. Wiley & Sons, Incorporated, John, 2014.

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35

After Effects CC Digital Classroom. Wiley & Sons, Incorporated, John, 2014.

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36

Pfiffner, Linda Jo. All about ADHD: The Complete Practical Guide for Classroom Teachers. Scholastic, Incorporated, 2011.

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37

L, Flick Grad, ed. Managing ADHD in the K-8 classroom: A teacher's guide. Thousand Oaks, Calif: Corwin Press, 2010.

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38

Barkley, Russell A. ADHD in the Classroom: Strategies for Teachers (Manual--10 pack). The Guilford Press, 1994.

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39

L, Flick Grad, ed. Managing ADHD in the K-8 classroom: A teacher's guide. Thousand Oaks, Calif: Corwin Press, 2010.

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40

Campbell-Cholvat, Lorraine. Effects of methylphenidate on right hemisphere functioning in ADHD. 1993.

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41

Team, AGI Creative, and Jerron Smith. Adobe after Effects CS5 Digital Classroom. Wiley & Sons, Incorporated, John, 2011.

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42

Adobe After Effects Cs6 Digital Classroom. John Wiley & Sons, 2012.

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43

Team, AGI Creative, and Jerron Smith. Adobe after Effects CS5 Digital Classroom. Wiley & Sons, Incorporated, John, 2011.

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44

Team, AGI Creative, and Jerron Smith. Adobe after Effects CS5 Digital Classroom. Wiley & Sons, Incorporated, John, 2010.

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45

Odden, Allan, ed. Assessing Teacher, Classroom, and School Effects. Routledge, 2014. http://dx.doi.org/10.4324/9781315046020.

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46

Merrell, Christine, and Kapil Sayal. ADHD and school. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0044.

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Within the school environment, teachers are well placed to identify children who exhibit ADHD symptoms. Universal school-based screening for ADHD is, however, not recommended. Teachers’ ratings of children’s behaviour at age 5 have been found to predict later academic outcomes. Longitudinal research suggests that inattention is substantively and significantly associated with poor academic outcomes whereas hyperactivity is not significantly related to later academic attainment, and impulsivity might be advantageous. Symptoms of inattention remain largely stable over time but symptoms of hyperactivity and impulsivity change. Whilst the school environment can present significant challenges for children with ADHD, advice and guidance to teachers about how to help children with inattentive, hyperactive, and impulsive behaviour to succeed in the classroom can facilitate more positive behavioural and academic outcomes. There is a need for research that assesses long-term outcomes and cost-effectiveness of school-based interventions as well as the impact of transition into secondary schooling.

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47

ADHD Diagnosis and Management: A Practical Guide for the Clinic and the Classroom. Brookes Publishing, 2010.

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48

The Kids Behind the Label: An Inside Look at ADHD for Classroom Teachers. Heinemann, 2006.

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49

Sunohara, Glen Andrew. Methylphenidate effects on focused and selective attention processing in children with ADHD. 1997.

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50

Rubia, Katya. ADHD brain function. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0007.

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ADHD patients appear to have complex multisystem impairments in several cognitive-domain dissociated inferior, dorsolateral, and medial fronto-striato-parietal and frontocerebellar neural networks during inhibition, attention, working memory, and timing functions. There is emerging evidence for abnormalities in motivation and affect control regions, most prominently in ventral striatum, but also orbital/ventromedial frontolimbic areas. Furthermore, there is an immature interrelationship between hypoengaged task-positive cognitive control networks and a poorly ‘switched off’ default mode network, both of which impact performance. Stimulant medication enhances the activation of inferior frontostriatal systems, while atomoxetine appears to have more pronounced effects on the dorsal attention network. More studies are needed to understand the neurofunctional correlates of the effects of age, gender, ADHD subtypes, and comorbidities with other psychiatric conditions. The use of pattern recognition analyses applied to imaging to make individual diagnostic or prognostic predictions are promising and will be the challenge over the next decade.

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