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<p>Acknowledgments xiii</p> <p>About the Author xv</p> <p>About This Book xvii</p> <p>A Note from the Author xix</p> <p><b>Section 1 Understanding, Diagnosing, and Treating ADHD</b></p> <p>1.1 ADHD: Definitions and Descriptions 3</p> <p>1.2 ADHD and the “Executive Functions” 6</p> <p>1.3 The Official Diagnostic Criteria for ADHD (DSM-5) 15</p> <p>1.4 What Is Currently Known and Unknown about ADHD 18</p> <p>1.5 Signs and Symptoms of ADHD 22</p> <p>1.6 ADHD Statistics: Prevalence and Risk Factors 28</p> <p>1.7 Causes of ADHD 32</p> <p>1.8 ADHD and Coexisting Disorders 37</p> <p>1.9 ADHD Look-Alikes 41</p> <p>1.10 Positive Traits and Strengths 43</p> <p>1.11 Developmental Course of ADHD across the Life Span 45</p> <p>1.12 Girls with ADHD 52</p> <p>1.13 ADHD and Its Effects on the Family 57</p> <p>1.14 Pursuing an Evaluation for ADHD: Tips for Parents 59</p> <p>1.15 Diagnosing ADHD in Children and Teens 61</p> <p>1.16 The School’s Role and Responsibilities in the Diagnosis of ADHD 67</p> <p>1.17 If You Suspect a Student Has ADHD: Recommendations for Teachers and Other School Personnel 69</p> <p>1.18 School-Based Assessment for ADHD 71</p> <p>1.19 Multimodal Treatment for ADHD 73</p> <p>1.20 Medication Treatment for Managing ADHD 78</p> <p>1.21 If a Child or Teen Is Taking Medication: Advice for School Staff and Parents 84</p> <p>1.22 Behavior Therapy (Psychosocial Interventions) for Managing ADHD 88</p> <p>1.23 Alternative and Complementary Treatments 94</p> <p><b>Section 2 Problems Minimizing and Managing Behavior</b></p> <p>2.1 Proactive Classroom Management 103</p> <p>2.2 Proactive Parenting: Positive Discipline and Behavior-Management Strategies 110</p> <p>2.3 Creating an ADHD-Friendly Environment 114</p> <p>2.4 Tips for Giving Directions and Increasing Compliance 120</p> <p>2.5 Target Behaviors for Students with ADHD 125</p> <p>2.6 Preventing Behavior Problems Outside of the Home 131</p> <p>2.7 Rewards and Positive Reinforcement for Home and School 133</p> <p>2.8 Class (Group) Behavior Management Systems 139</p> <p>2.9 Individualized Behavior Supports and Interventions 147</p> <p>2.10 Preventing Behavior Problems During Transitions and “Challenging Times” of The School Day 158</p> <p>2.11 Common Triggers to Misbehavior 162</p> <p>2.12 Strategies for Attention, Focus, and On-Task Behaviors 164</p> <p>2.13 Strategies for Impulsive and Hyperactive Behaviors 169</p> <p>2.14 Tough Kids: Coping and Dealing with Challenging Behaviors 174</p> <p>2.15 Managing Student Anger, Frustration, and Poor Emotional Regulation 179</p> <p>2.16 Managing Your Child’s Difficulty with Emotional Control 183</p> <p>2.17 ADHD and Social Skills Interventions 186</p> <p><b>Section 3 Instructional Strategies, Accommodations, and Supports</b></p> <p>3.1 Adaptations, Accommodations, Modifications: What’s the Difference? 195</p> <p>3.2 Getting and Focusing Students’ Attention 198</p> <p>3.3 Maintaining Students’ Attention and Participation 201</p> <p>3.4 Keeping Students On Task during Seatwork 205</p> <p>3.5 Adaptations of Assignments and Materials 207</p> <p>3.6 Testing Adaptations and Supports 212</p> <p>3.7 Accommodating Learning Style Differences and Sensory Needs 216</p> <p>3.8 Research-Based Instructional Approaches and Intervention Resources 221</p> <p><b>Section 4 Study Skills, Organization, and Other Executive Function Strategies</b></p> <p>4.1 Working Memory Weaknesses and Supports 230</p> <p>4.2 Strategies to Aid Memory 235</p> <p>4.3 Metacognitive and Other Learning Strategies 240</p> <p>4.4 ADHD: Difficulties with Organization, Time Management, and Homework 245</p> <p>4.5 What Parents Can Do to Help with Organization 247</p> <p>4.6 What Teachers Can Do to Help with Organization 251</p> <p>4.7 What Parents Can Do to Help with Time Management 256</p> <p>4.8 What Teachers Can Do to Help with Time Management 259</p> <p>4.9 Homework Tips for Parents 263</p> <p>4.10 Homework Tips for Teachers 267</p> <p><b>Section 5 Academic Difficulties, Strategies, and Supports in Reading, Writing, and Math</b></p> <p>5.1 Common Reading Problems in Children and Teens with ADHD 273</p> <p>5.2 The Reading Process: What Good Readers Do 278</p> <p>5.3 Strategies for Building Word Recognition, Decoding, Fluency, and Vocabulary 280</p> <p>5.4 Strategies for Reading Comprehension 290</p> <p>5.5 Reading Tips and Strategies for Parents 298</p> <p>5.6 Why Writing Is a Struggle 303</p> <p>5.7 Strategies to Help with Prewriting: Planning and Organization 308</p> <p>5.8 Strategies for Building Skills in Written Expression 313</p> <p>5.9 Strategies for Revising and Editing 318</p> <p>5.10 Spelling: Challenges, Strategies, and Supports 323</p> <p>5.11 Improving Handwriting and the Legibility of Written Work 328</p> <p>5.12 Strategies to Bypass and Accommodate Writing Difficulties 333</p> <p>5.13 Math Difficulties Related to ADHD and Learning Disabilities 337</p> <p>5.14 Math Strategies and Interventions 340</p> <p><b>Section 6 Educational Rights and Systems of Support at School</b></p> <p>6.1 Response to Intervention (RTI) 348</p> <p>6.2 The Student Support Team (SST) Process 354</p> <p>6.3 Educational Rights for Students with ADHD 358</p> <p>6.4 Federal Law IDEA and Special Education 364</p> <p>6.5 Section 504 Law and How It Applies to Students with ADHD 372</p> <p>6.6 Disciplining Students with Disabilities under IDEA 376</p> <p><b>Section 7 Understanding, Supporting, and Improving Outcomes for Children and Teens with ADHD</b></p> <p>7.1 The Necessity of a Team Approach 384</p> <p>7.2 Advocacy Tips for Parents 387</p> <p>7.3 Parent and Teacher Communication and Relations 392</p> <p>7.4 ADHD in Young Children (Ages Three to Five) 395</p> <p>7.5 ADHD in Middle School and High School 402</p> <p>7.6 ADHD Coaching 408</p> <p>7.7 Healthy, Fun, and Therapeutic Ways to Help Manage ADHD Symptoms 412</p> <p>7.8 What Kids with ADHD Need from Parents and Teachers 420</p> <p>7.9 What Parents of Children with ADHD Need 423</p> <p>7.10 ADHD and Gifted (Dual Exceptionalities) 426</p> <p>7.11 Do’s and Don’ts for Parents and Teachers 429</p> <p>7.12 Recommended Websites and Resources 432</p> <p>Appendix: Charts, Forms, and Visual Prompts 441</p> <p>Index 471</p>

<p><b>SANDRA F. RIEF, MA,</b> is a leading speaker, author, and consultant on meeting the needs of children with learning, attention, and behavioral challenges. She is the author of the bestseller <i>How to Reach and Teach Children with ADD/ADHD,</i> as well as <i>The ADD/ADHD Checklist</i> and several others. Sandra is an award-winning educator who has worked with numerous schools in their efforts to provide struggling students with effective interventions and has trained thousands of teachers in the U.S. and abroad on best practices for helping students with ADHD.

<p><b><i>Praise for</i> The ADHD BOOK OF LISTS, SECOND EDITION</b> <p>"Sandra Rief is a pioneer in the development and application of educational strategies for youth with ADHD across the age span. Reasoned, reasonable, well-organized, easy to follow and understand and, most importantly, consistent with the science of ADHD, Rief's new book is a must for all classroom and special educators."<br/> <b>–Sam Goldstein, PhD, ABPdN,</b> editor-in-chief, <i>Journal of Attention Disorders</i> and co-editor in chief, <i>Encyclopedia of Child Behavior and Development</i> <p>"Sandra Rief has once again compiled an incredible collection of tools and resources to not only empower older students to manage their own ADHD behaviors, but also provides teachers and parents of children from preschool through high school the facts and proactive strategies necessary to turn successful children with ADHD into successful adults with ADHD."<br/> <b>–Silvia L. DeRuvo, MA,</b> special education specialist, WestEd Learning Innovations; author, <i>Teaching Adolescents with ADHD</i> and <i>The Essential Guide to RTI</i> <p>"<i>The ADHD Book of Lists</i> stands out as a comprehensive and easy-to-read compendium of information and practical strategies. In this book you will find important tidbits from the latest research, reviews of tried-and-true techniques, and creative new strategies to try out immediately."<br/> <b>–Joyce Cooper-Kahn, PhD,</b> clinical child psychologist; co-author, <i>Late, Lost and Unprepared: A Parents' Guide to Executive Functioning</i> and <i>Boosting Executive Skills in the Classroom: A Practical Guide for Educators</i> <p>"<i>The ADHD Book of Lists</i> is necessary reading and a vital tool for anyone trying to understand ADHD and how to successfully manage it."<br/> <b>–Elizabeth Laugeson, PsyD,</b> assistant clinical professor, UCLA Semel Institute; author, <i>The Science of Making Friends: Helping Socially Challenged Teens and Young Adults</i> <p>"Sandra Rief has brought together her expert knowledge of ADHD with her extensive experience in teaching children with ADHD. Her book is comprehensive about children with ADHD and the educational techniques that are available to meet their needs."<br/> <b>–Mark L. Wolraich, MD,</b> Shaun Walters Professor of Pediatrics and Edith Kinney Gaylord Presidential Professor, University of Oklahoma Health Sciences Center, OU Child Study Center <p>"<i>The ADHD Book of Lists,</i> first published by Sandra Rief ten years ago, has been an incredible resource to parents of ADHD children, physicians, mental health providers, and particularly educators. It includes a great overview of the many aspects of ADHD, and how ADHD impacts behavior, learning, and maturation into adulthood."<br/> <b>–Harlan R. Gephart, MD,</b> clinical professor of Pediatrics, University of Washington, Seattle

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