The pagination of this electronic edition does not match the edition from which it was created. To locate a specific passage, please use the search feature of your ebook reader.
A
Academic achievement. See also School functioning
adolescents and, 280–283
diagnosis of ADHD and, 21
medication and, 302
other problems associated with ADHD and, 112–114
stimulant treatment and, 298
Accepting a diagnosis, 153–154, 157
Activities, extracurricular, 222–223
Activity levels, 36, 45–48. See also Hyperactivity
Adaptive functioning, 117
Adderall. See Medication
Adderall XR. See Medication
ADDers.org, 328
Addiction, stimulant treatment and, 296–297
ADHD in general. See also Causes of ADHD; Diagnosis; Evaluating for ADHD; Information regarding ADHD
activity level and, 45–48
adolescent development and, 228–229
challenges in parenting and, 5–6
distractibility, 38–41
executive functions and, 54–65
facts versus fiction regarding, 22–25
filtering information, 38
following instructions, 48–51
guiding principles for raising a child with ADHD, 158–168
how many children have, 101–103
impulse control and, 41–45
inconsistent work performance, 51–52
new view of ADHD, 52
in other countries, 100–101
other problems associated with ADHD, 112–118
overview, 19–21, 34–52, 53–54, 119
perspectives of ADHD and, 25–26
sustaining attention, 36–38
symptoms changing with the situation and, 108–112, 109t, 110t
types of, 150–151
ADHD Information Services (ADDISS), 328
ADHD—predominantly inattentive type, 35–36, 150–151. See also Sluggish cognitive tempo (SCT)
Adolescents. See also Developmental processes
ADHD changes with development and, 106
communication with, 237–238, 238t
coping attitudes and, 229–233, 231t
“golden rules” for survival and, 227–228
managing academic problems, 280–283
medication and, 312
overview, 226–227
problem solving and, 238–243, 240t, 244
rules and, 233–237
stimulant treatment and, 297–298
Adults with ADHD, 107–108
Advocating for your child, 10–12. See also Communicating with schools and service providers
Aggression, 183–184, 221–222, 270
Alcohol use, 81–82, 128, 177
Allergies, myths regarding causes of ADHD and, 88–89
Amniotic fluid, 96
Anger, 153, 183–184
Animal studies, causes of ADHD and, 73–74
Anterior cingulate cortex, 80. See also Brain structure
Anticipation, 214–215, 264–265
Antidepressants, 293, 319–322, 322–323. See also Medication
Antihypertensive drugs, 316–318, 323–326. See also Medication
Anxiety, 311, 319–320, 325
Apologizing, principle-centered approach to parenting and, 9
Appearance, 116
Appetite, 305
Assignments. See also School functioning
family relationships and, 286–287
managing academic problems of adolescents and, 282–283
priorities for parents and, 289–290
school functioning and, 257–258
Attention, positive, 185–189, 190–191, 194–195
Attention Deficit Disorder in Europe, 328
Attention Deficit Disorders Association (ADDA)
becoming a scientific parent and, 13
educating yourself following a diagnosis, 156–157
overview, 327
school placement considerations and, 259
Attentional functioning, 36–38, 53–54, 56
Attitudes, 229–233, 231t
Attributions, 230, 231t
Authority, rules for adolescents and, 236
Awareness of moments, 175–176
B
Basal ganglia, 74, 77. See also Brain structure
Behavior improvement program. See also Behavioral problems; Parenting
commands and, 191–193
expanding your use of time outs step, 203–204
future behavior problems and, 207–208
give positive attention step, 185–189
home token system, 195–198, 197t
managing your child in public step, 204–208
overview, 208–209
punishing misbehavior constructively step, 198–203
steps to better behavior, 181–184
teaching your child not to interrupt your activities step, 193–195
time-outs and, 200–204
using attention to gain compliance step, 190–191
Behavior management, 265–273
Behavior rating cards in school, 224
Behavioral contracts, 244
Behavioral inhibition, 25, 60–62
Behavioral problems. See also Behavior improvement program
choosing a teacher and, 254–256
classroom and curriculum considerations and, 256–258
guiding principles for raising a child with ADHD and, 158–168
medication and, 302, 311
other problems associated with ADHD and, 118
responding to, 125–126
school functioning and, 252
steps to better behavior, 181–209
Behavioral report cards, 274–279, 282
Best or Worst Supervisor activity, 187
Biofeedback, 78
Birth complications, 95–96. See also Pregnancy
Blood pressure, 305
Boredom, 38, 40–41, 42
Brain activity, 76–80. See also Brain structure
Brain chemistry, 75–76. See also Brain structure
Brain electrical activity, 305–306
Brain injuries, 73–74, 310
Brain structure. See also Neurological factors
brain development, 74–86
brain injuries, 73–74, 310
causes of ADHD and, 72–86, 98–99
development of executive functions and, 69–70
environmental agents and, 81–82
how stimulants work, 300–304
overview, 74–81
Brainstorming solutions, 211–212
C
Caffeine, 177
Candida albicans, 90–91
Careers. See Employment functioning
Caudate nucleus, 74, 77, 84–85. See also Brain structure
Causes of ADHD. See also ADHD in general
brain development, 74–86
brain injuries and, 73–74
current evidence, 72–86
environmental agents, 81–82
facts versus fiction regarding, 22–23
heredity, 83–86
myths regarding, 86–94
overview, 71–72, 98–99
risk for developing ADHD and, 94–98
Centre for ADHD Awareness, Canada (CADDAC), 327
Cerebellum, 74. See also Brain structure
Checkup mode of treatment, 243
Chemical food additives, 86–87
Chemical substances, 177
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
becoming a scientific parent and, 13
diagnosis of ADHD and, 21
educating yourself following a diagnosis, 156–157
overview, 327
school placement considerations and, 259
Chore cards, 193
Classroom environments. See also School environment
behavior management and, 265–273
home-based reward programs and, 274–279
overview, 256–258
priorities for parents and, 289
retaining children in their grade and, 262
school management and, 263–265
Clonidine, 293, 323–326. See also Medication
Coaching, 282
Commands, 190–193
Communicating with schools and service providers, 10–12. See also Home–school communication; Professionals, working with
Communication, adolescents and, 227, 237–238, 238t
Communication skills
adolescents and, 237–238, 238–243, 238t, 240t
executive functions and, 65–68
problem solving and, 238–243, 240t
self-directed mental play and, 64–65
self-directed speech and, 60–62
Community, 222–223, 233–237, 288
Compliance, 190–193, 204–205
Concentrating, 36–38, 53–54, 56
Concerta. See Medication
Conflict
ADHD changes with development and, 105–106
adolescents and, 227, 229–233, 231t, 238–243, 240t
the affect ADHD has on parent–child interactions, 124–125
improving behavior and, 181
responding to misconduct and, 125–126
Congenital problems. See Medical problems
Consequences
behavior management methods for the classroom and, 265–273
guiding principles for raising a child with ADHD and, 159, 160–161
home-based reward programs and, 275
punishing misbehavior constructively step, 198–203
rules for adolescents and, 236
school management and, 264
when/then strategies, 214–215
Consistency, 164–165, 264–265
Cooperation, 9–10, 68
Coping, 171–172
Corpus collosum, 74. See also Brain structure
Costs of professional help, 135
Counselors, 134, 280–281. See also Professionals, working with
Court system, 237
Covey, Dr. Stephen R., 6–10
Criticism, 186, 224, 272
Cultural factors, 23–24, 100–103
Curiosity, 39–40
Curriculum, 256–258, 262
Cylert, 304. See also Medication
D
D4RD gene, 85. See also Genetic factors
Dangerous behavior, 43–44, 229. See also Safety
DAT1 gene, 85. See also Genetic factors
Daytrana skin patch. See Medication
Deadlines, giving more effective commands and, 193
Deferred gratification, 40–41, 42
Defiance, 183–184
Demands, 229–230
Denial, 152–153
Depression, medication and, 319–320
Developmental processes
ADHD changes with, 103–108
adolescents and, 106, 228–229
adults, 107–108
brain development, 74–86
evaluating for ADHD and, 132
executive functions and, 68–70
improving behavior and, 182, 184
other problems associated with ADHD and, 114–115
prenatal exposure to environmental agents and, 81–82
preschool children, 103–104
priorities and, 288–289
retaining children in their grade, 260–262
risk for developing ADHD and, 94–98
school-age children, 104–106
symptoms changing with the situation and, 110t
Dexedrine. See Medication
Diagnosis. See also Evaluating for ADHD
adults with ADHD and, 108
coping with, 152–157
educating yourself following a diagnosis, 155–157
facts versus fiction regarding, 22–25
how many children have ADHD, 101–103
improving behavior and, 184
medication and, 309–312
overview, 20–21, 148–151
sluggish cognitive tempo (SCT) and, 150–151
symptoms changing with the situation and, 108–112, 109t, 110t
treatment options and, 154–155
Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5), 102–103, 135, 148–149
Dietary considerations, 86–89
Differential diagnosis, 148. See also Diagnosis
Direct instruction, 258
Disability
ADHD as, 19–20, 24–25
costs of professional help and, 135
guiding principles for raising a child with ADHD and, 166
Discipline, 198–203, 233–237. See also Consequences; Punishment
Distractibility, 36, 38–41. See also Attentional functioning; Sustaining attention
Doctors. See Physicans
Dopamine transporter mechanism, 76, 85. See also Brain structure
Driving safety
adolescents and, 106
diagnosis of ADHD and, 21
impulse control and, 43–44
self-directed imagery and, 59–60
Dropping out of school, 21, 49–50
Drug abuse, stimulant treatment and, 296–297
E
EEG (electroencephalography), 76–80, 78
Elavil. See Medication
Emotional problems, 118
Emotions, 62–64, 261–262, 302
Empathy, 157
Employment functioning, 49–50, 51–52, 107–108
Engagement in learning, 246
Environmental factors. See also Classroom environments; Family; School environment
causes of ADHD and, 81–82, 84, 91–94
symptoms changing with the situation and, 111
Evaluating for ADHD. See also Diagnosis; Treatment
costs of professional help, 135
making the diagnosis, 148–151
medical examination, 147–148
overview, 131, 138
preparing for, 139–151
seeking out professionals for, 133–138
what to expect from the evaluation, 142–147
when to seek out, 131–133
Executive functions
adolescent development and, 228
development of, 68–70
levels of, 65–68
other problems associated with ADHD and, 114
overview, 25–26, 36, 54–65
self-directed attention, 56
self-directed emotions, 62–64
self-directed imagery, 56–60
self-directed inhibition, 55–56
self-directed mental play, 64–65
self-directed speech, 50–51, 60–62
social purposes of, 65–68
Executive parenting, 10–12. See also Parenting
Exercise, 177
Expectations, 229–230, 229–233, 231t
F
Family. See also Interacting with your child; Parenting; Relationship with your child
ADHD changes with development and, 105
the affect ADHD has on parent–child interactions, 124–125
challenges in, 5–6
fathers and their interactions with children with ADHD and, 124
improving behavior and, 181
lessons in family life, 286–287
mothers and their interactions with children with ADHD and, 122–124
myths regarding causes of ADHD and, 91–94
overview, 120–122, 128
parental mental health, 126–128
priorities and, 288–290
responding to misconduct and, 125–126
risk for developing ADHD and, 94–95
Fearfulness, 311
Fears of parents, 230, 231t
Feedback
behavior management methods for the classroom and, 265–273
guiding principles for raising a child with ADHD and, 159–160
school management and, 264
Fetch commands, 190–191. See also Commands
Filtering information, 38
Financial difficulties, 44
Fining your child, 199–200, 269–270. See also Consequences; Punishment
FMRI (functional magnetic resonance imaging), 79
Focalin. See Medication
Following instructions, 48–51. See also Commands
Food allergies, 88–89
Foresight
development of, 69
other problems associated with ADHD and, 114
overview, 25
self-directed imagery, 57, 58
Forgiveness, 167–168
Friendships, 118–119, 220–222. See also Peer relationships; Social skills
Frontal regions of the brain, 74. See also Brain structure
Future, fear of, 58
G
Gender, 94–95, 102–103
Genetic factors, 83–86, 147. See also Causes of ADHD
Goals, 7, 268
Graduating high school, 21, 49–50. See also School functioning
Grandma’s rule, 214–215
Gratification delay. See Deferred gratification
Grief, coping with a diagnosis and, 153
Group programs, behavior management methods for the classroom and, 267–268
H
Health
diagnosis of ADHD and, 21
medical examination and, 147–148
other problems associated with ADHD and, 115, 116–117
priorities and, 288–289
stimulant treatment and, 298–299
symptoms changing with the situation and, 110t
Hearing, 115
Heart rate, 305, 320–321, 324–325
Heredity, 83–86, 147. See also Causes of ADHD
Hindsight, 36, 58, 114
History of ADHD, 27–36
Hobbies, self-care for parents and, 174
Home point system, 196–198, 218–219, 236
Home Situations Questionnaire, 140, 141f
Home-based reward programs, 274–279
Home-school communication, 10–12, 252–253, 274–279. See also Professionals, working with; School environment
Homework, 282–283, 286–287, 289–290. See also Assignments; School functioning
Hormones, myths regarding causes of ADHD and, 89–90
Humiliation, peer relationships and, 224
Hyperactivity, 35–36, 45–48. See also Activity levels
Hyperreactivity, 47–48. See also Activity levels; Reactiveness
Hypothetical futures, 57. See also Imagery
I
Ignoring, behavior management methods for the classroom and, 268–269
Imagery, 56–60
Impulse control, 36, 41–45, 62–64
Impulsivity, 6–10, 35–36, 45, 229
Inattentiveness, 35–36
Incentives. See also Reward
behavior management methods for the classroom and, 265–273
guiding principles for raising a child with ADHD and, 161–162
home token/point system and, 195–198, 197t
managing your child in public and, 204–205
rules for adolescents and, 236
school management and, 264
social skills and, 218–219
when/then strategies, 214–215
Inconsistent work performance, 51–52
Independence, adolescent development and, 228
Individual attention, 111
Individualized education program (IEP), 253–254
Individuals with Disabilities Education Act (IDEA), 258–260
Infancy, 96. See also Developmental processes
Information regarding ADHD. See also ADHD in general
becoming a scientific parent and, 12–14
choosing a teacher and, 253–254
educating yourself following a diagnosis, 155–157
evaluating for ADHD and, 132
school functioning and, 258–260
sources for, 327–328
Inhibition
development of, 68–69, 69–70
impulse control and, 41
overview, 36, 53–54
self-directed imagery and, 58
self-directed inhibition, 55–56
Insomnia, 306, 317. See also Sleeping problems
Instructions, following, 48–51. See also Commands
Instrumental/self-directed level of executive functioning, 66–67. See also Executive functions
Insurance, 135
Intelligence, 112, 310
Interacting with your child. See also Family; Parenting; Relationship with your child
adolescents and, 227, 229, 237–238, 238t
the affect ADHD has on, 124–125
challenges in, 100
fathers and their interactions with children with ADHD and, 124
following instructions and, 48–51
improving behavior and, 181
lessons in family life, 286–287
mothers and their interactions with children with ADHD and, 122–124
myths regarding causes of ADHD and, 91–94
principle-centered approach to parenting and, 8–10
priorities and, 288–290
responding to misconduct and, 125–126
Interest levels, 53–54
Internalization, 63–64
Internalized speech. See Self-directed speech
Interpersonal skills, 288. See also Social skills
Interruptions, 193–195
Intuniv, 316–318. See also Medication
Irritability, adolescents and, 229
Isolation, 221–222, 270
K
Khan Academy, 265, 283
Knowledge, becoming a scientific parent and, 12–13
L
Large Time Timer, 162
Lead exposure, 82. See also Causes of ADHD
Learning, medication and, 302
Learning disabilities, 113–114, 128, 155
Learning Disabilities Association of American (LDA), 327
“Least restrictive environment,” 259–260
Legal rights, 137, 237, 258–260
Listening ability, 48–51
Listening to your child, 9
M
Mannerisms, 306–307
Maturity level
adolescent development and, 228–229
deferred gratification and, 40
following instructions and, 49–50
retaining children in their grade, 260–262
Medadate CD. See Medication
Media, 93–94, 221, 287
Medical examination, 147–148. See also Evaluating for ADHD
Medical problems
diagnosis of ADHD and, 21
medical examination and, 147–148
other problems associated with ADHD and, 115, 116–117
sluggish cognitive tempo (SCT) and, 151
stimulant treatment and, 298–299
symptoms changing with the situation and, 110t
Medication. See also Treatment
antihypertensive drugs, 316–318
brain chemistry and, 75–76
Clonidine, 323–326
decisions regarding, 309–312
facts versus fiction regarding, 24–25
how stimulants are prescribed, 312–314
how stimulants work, 300–304
Intuniv, 316–318
myths regarding, 294–300
overview, 293
peer relationships and, 223
seeking out professionals for evaluation and, 133–134
side effects of, 304–309, 320–322, 324–325
stimulants, 293–304
Strattera, 314–316
treatment options and, 154–155
tricyclic antidepressants, 319–322
Wellbutrin, 322–323
what to look for in a school and, 252
when to stop, 314
Meditation, 171, 175–176
Memory
guiding principles for raising a child with ADHD and, 163
other problems associated with ADHD and, 114
self-directed imagery, 56–60
working memory, 36, 57
Mental abilities, 114
Mental health
brain activity in ADHD and, 79–80
other problems associated with ADHD and, 118
of parents, 126–128
treatment options and, 155
Mentors, managing academic problems of adolescents and, 282
Meta-analysis, 74
Military service, 299
Mindfulness meditation, self-care for parents and, 175–176
Money problems, impulse control and, 44
Monitoring, 218–219, 221, 234–237
Mood disorders, 128
Moodiness, adolescents and, 229
Moral development, 288
Motion sickness, myths regarding causes of ADHD and, 90
Motivation
choosing a teacher and, 254
guiding principles for raising a child with ADHD and, 163–164
school functioning and, 246
self-directed emotions and, 63–64
Motor skills, 115–116
Mutualism, 68
Myths regarding ADHD
causes of ADHD and, 86–94
overview, 22–25
stimulant treatment and, 294–300
N
“Nag tapes,” 257
Negotiation, 8–9
Nervous tics, 306–307, 322
Neurofeedback, 78
Neurological factors, 69–70. See also Brain structure
Neurotransmitters, 75–76. See also Brain structure
Nonstimulant medications, 75–76. See also Medication
Nonverbal signs of approval, 188. See also Positive feedback
Nonverbal working memory, 57. See also Memory
Norepinephrine, 76, 314–316. See also Brain structure
Norpramin. See Medication
O
Obeying, 190–193. See also Commands
ODD (oppositional defiant disorder), 27–29, 28, 98, 183
Online sources of information, 13–14, 156, 328. See also Information regarding ADHD
Oppositional behavior, 183–184
P
Parenting. See also Behavior improvement program; Family; Interacting with your child; Relationship with your child; Self-care for parents
adolescents and, 229–233, 231t, 233–237, 238–243, 240t
challenges in, 5–6, 100
executive parents, 10–12
guiding principles for, 158–168
improving behavior and, 181–182
lessons in family life, 286–287
myths regarding causes of ADHD and, 91–94
overview, 128
parental mental health, 126–128
principle-centered parents, 6–10
priorities and, 288–290
responding to misconduct and, 125–126
risk for developing ADHD and, 94–95
rules for adolescents and, 233–237
school management and, 265
scientific parents, 12–14
sharing, 145
Paying attention, 36–38, 53–54, 56
Peer relationships. See also Friendships; Social skills
behavior management methods for the classroom and, 267–268, 273
other problems associated with ADHD and, 118–119
overview, 216–217
positive peer contacts in the community, 222–223
school involvement in, 223–225
setting up positive peer contacts at home, 220–222
social skills and, 217–219
teasing and, 219–220
Penalties, 269–270. See also Fining your child
Personality, risk for developing ADHD and, 97
Pertofrane. See Medication
PET (positron emission tomography) scans, 79
Physical appearance, 116
Physical development, 114–115. See also Developmental processes
Physicians. See also Professionals, working with
Clonidine, 325–326
how stimulants are prescribed, 312–314
Intuniv, 317–318
medication and, 295
seeking out professionals for evaluation and, 133–134
Strattera, 315
Physicians’ Desk Reference (PDR), 293–294. See also Medication
Placement considerations, 258–260. See also School functioning; Special education programs
Planning ahead, 165–166
Point of performance, 163–164
Point system
behavior management methods for the classroom and, 265–273
overview, 196–198
rules for adolescents and, 236
social skills and, 218–219
Police, rules for adolescents and, 237
Popularity, 220–222. See also Peer relationships
Positive attention, 185–189, 190–191, 194–195
Positive feedback, 159–160, 185–189
Praise
behavior management methods for the classroom and, 265–266
social skills and, 218
steps to better behavior and, 185–189
teaching your child not to interrupt your activities step, 194–195
using attention to gain compliance step, 191
Prefrontal region, 80, 84–85. See also Brain structure
Pregnancy, 81–82, 95–96, 115
Premack principle, 214–215
Prenatal development, 81–82, 95–96. See also Developmental processes
Preschool years, 97–98, 103–104, 186. See also Developmental processes
Preservatives in foods, myths regarding causes of ADHD and, 86–87
Prevalence of ADHD, 101–103. See also ADHD in general
Principle-centered approach to parenting. See also Parenting
becoming a principle-centered parent, 6–10
evaluating for ADHD and, 149
guiding principles for raising a child with ADHD and, 158–168
self-care for parents and, 173–174
Priorities
principle-centered approach to parenting and, 7–88
self-care for parents and, 173–174
Privileges
home token/point system and, 195–198, 197t
when/then strategies, 214–215
Proactiveness, becoming an executive parent and, 11
Problem solving
adolescents and, 227, 238–243, 240t, 244
guiding principles for raising a child with ADHD and, 164
overview, 210–213
preparing your child for transitions, 213–214
rules for adolescents and, 233–234
self-directed mental play, 64–65
when/then strategies, 214–215
Productivity, diagnosis of ADHD and, 21
Professionals, working with. See also Evaluating for ADHD; Home–school communication; Treatment
adolescents and, 228, 236–237, 243, 281–282
becoming an executive parent and, 10–12
choosing a teacher and, 253–256
Clonidine, 325–326
costs of professional help, 135
how stimulants are prescribed, 312–314
Intuniv, 317–318
medication and, 295
overview, 10–12
seeking out professionals for evaluation, 133–138
Strattera, 315
what to look for in a school and, 252–253
Psychiatric disorders
brain activity in ADHD and, 79–80
improving behavior and, 184
medication and, 311
other problems associated with ADHD and, 118
parental, 126–128
treatment options and, 155
Psychologists, 134. See also Professionals, working with
Psychosis, 307, 311, 321
Puberty, 229, 297–298. See also Adolescents; Developmental processes
Public areas, 204–208, 214
Punishment. See also Consequences
behavior management methods for the classroom and, 265–273
incentives instead of, 161–162
managing your child in public and, 205–207
punishing misbehavior constructively step, 198–203
school management and, 264
R
Reactions to a diagnosis, 152–154
Reactiveness, 7, 47–48, 58. See also Activity levels; Hyperreactivity
Reflection, 50–51
Rejection, peer relationships and, 221–222
Relationship with your child. See also Family; Interacting with your child; Parenting
challenges in, 100
improving behavior and, 181
lessons in family life, 286–287
myths regarding causes of ADHD and, 91–94
principle-centered approach to parenting and, 8–10
priorities and, 288–290
responding to misconduct and, 125–126
Relationships. See Relationship with your child; Relationships with peers; Teacher–student relationship
Relationships with peers. See also Social skills
other problems associated with ADHD and, 118–119
overview, 216–217
positive peer contacts in the community, 222–223
school involvement in, 223–225
setting up positive peer contacts at home, 220–222
social skills and, 217–219
teasing and, 219–220
Relaxation, self-care for parents and, 171
Relief, coping with a diagnosis and, 152–153
Reminders, 163
Renewal, 10, 172–174
Reprimands, 269
Resistance, 183–184
Response cost, 269–270. See also Fining your child
Response inhibition
development of, 69–70
self-directed emotions, 62–64
self-directed imagery and, 58
self-directed inhibition, 55–56
self-directed speech and, 51
Responsibilities, 8, 224
Reward. See also Positive attention
behavior management methods for the classroom and, 265–273
distractibility and, 39
guiding principles for raising a child with ADHD and, 160, 161–162
home token/point system and, 195–198, 197t
school management and, 264
social skills and, 218–219
steps to better behavior and, 185–189
when/then strategies, 214–215
Right hemisphere of the brain, 74. See also Brain structure
Risk factors, 94–98. See also Causes of ADHD
Risk taking, 43–44, 229. See also Safety
Ritalin. See Medication
Routine, 256–258
Ruination, adolescent “attitudes” and, 230, 231t
Rule-governed behavior, 60–62
Rules
adolescents and, 227, 233–237
behavior management methods for the classroom and, 265–273
classroom and curriculum considerations and, 256–258
following instructions and, 48–51
giving more effective commands and, 191–193
guiding principles for raising a child with ADHD and, 166
managing your child in public and, 204
self-directed speech and, 60–62
time-outs and, 271
using attention to gain compliance step, 190–191
S
Safety
adolescents and, 106, 226–227
diagnosis of ADHD and, 21
impulse control and, 43–44
self-directed imagery and, 59–60
Schedule, classroom and curriculum considerations and, 256–258
School environment. See also Professionals, working with; School functioning
behavior management methods for the classroom and, 265–273
classroom and curriculum considerations and, 256–258
evaluating for ADHD and, 136–138
home-based reward programs and, 274–279
school management, 263–265
seeking out professionals for evaluation and, 136–138
what to look for in a school, 247–253
working with schools, 10–12
School functioning. See also Academic achievement; School environment; Teacher–student relationship
ADHD changes with development and, 105
adolescents and, 280–283
case examples, 27–34
choosing a teacher and, 253–256
diagnosis of ADHD and, 21
family relationships and, 286–287
following instructions and, 49–50
home-based reward programs and, 274–279
inconsistent work performance, 51–52
managing academic problems, 280–283
medication and, 302
other problems associated with ADHD and, 112–114
overview, 246–247
peer relationships and, 223–225
placement considerations, 258–260
preschool children, 104
priorities for parents and, 288–290
retaining children in their grade, 260–262
school management, 263–265
self-directed instruction and, 279–280
symptoms changing with the situation and, 111
what to look for in a school, 247–253
School-age children, 104–106, 186. See also Developmental processes
Scientific parenting, 12–14, 132, 155–157. See also Parenting
Scouts, 222–223
Seizures, 321
Self-awareness
development of, 68–69
overview, 36
self-directed attention, 56
self-directed imagery and, 56–60
self-directed speech and, 60–62
Self-care for parents. See also Parenting
adolescents and, 244–245
coping with the inevitable and, 171–172
overview, 169–177
personal renewal and, 172–174
principle-centered approach to parenting and, 10
stressful events and, 169–172
time management and, 173–174
Self-care skills, 117
Self-control
executive functions and, 54–65
new view of ADHD and, 52
self-directed emotions and, 63–64
self-directed inhibition, 55–56
self-directed instruction and, 279–280
social purposes of, 65–68
Self-directed instructions, 279–280
Self-directed speech, 50–51, 60–62, 69
Self-esteem, 29–31
Self-help skills, 117
Self-monitoring, 36, 68–69
Self-motivation, 63–64
Self-organization, 25
Self-regulation, 25–26, 36, 65–68
Self-reliant level of executive functioning, 67. See also Executive functions
Self-restraint, 41
Sense of humor, adolescents and, 244–245
Shortcuts, impulse control and, 43
Shortsightedness, impulse control and, 43–44
Siblings, 127–128
Side effects of medication. See also Medication
Clonidine, 324–325
stimulant treatment and, 304–309
Strattera, 315, 316
tricyclic antidepressants, 320–322
Sleeping problems
other problems associated with ADHD and, 116–117
as a side effect of medication, 306, 317, 324–325
Sluggish cognitive tempo (SCT), 36, 150–151. See also ADHD—predominantly inattentive type
Smoking, 81–82, 95–96, 177
Social conflict, 105–106
Social cooperative level of executive functioning, 68. See also Executive functions
Social development, 26. See also Developmental processes
Social isolation, 270. See also Isolation; Time-outs
Social reciprocity level of executive functioning, 67–68. See also Executive functions
Social skills
ADHD changes with development and, 105–106
executive functions and, 65–68
medication and, 303
other problems associated with ADHD and, 118–119
overview, 217
priorities and, 288
retaining children in their grade, 261–262
school functioning and, 246
working on, 217–219
Social skills training group, 224
Social support, self-care for parents and, 174–175. See also Support groups
Special education programs. See also School functioning
adolescents and, 280–281
peer relationships and, 223–224
placement considerations, 258–260
Speech. See also Self-directed speech
development of, 69
other problems associated with ADHD and, 115
self-directed mental play and, 64–65
Splenium, 74. See also Brain structure
Sports, 222–223
SSRIs (selective serotonin reuptake inhibitors), 320. See also Medication
Stimulant treatment. See also Medication; Treatment
brain chemistry and, 75–76
decisions regarding, 309–312
how stimulants are prescribed, 312–314
how stimulants work, 300–304
myths regarding, 294–300
overview, 293–294
side effects of, 304–309
treatment options and, 154–155
when to stop, 314
Strattera, 314–316. See also Medication
Stress, 127, 169–172
Striatum, 77, 80. See also Brain structure
Structure, classroom and curriculum considerations and, 256–258
Student–teacher relationship. See Teacher–student relationship
Study skills, 246
Sugar consumption, myths regarding causes of ADHD and, 87–88
Suicide, medication and, 323
Support groups
becoming a scientific parent and, 13
diagnosis of ADHD and, 21
educating yourself following a diagnosis, 156–157
overview, 327–328
school placement considerations and, 259
seeking out professionals for evaluation and, 133
self-care for parents and, 145
sources for, 327–328
Supporting your child, 9, 31–33. See also Relationship with your child
Suspension from school, 271
Sustaining attention, 36–38, 53–54, 56
Symptoms of ADHD. See also ADHD in general; Diagnosis
changes in based on the situation, 108–112, 109t, 110t
other problems associated with ADHD, 112–118
Synapse functioning, 76, 85. See also Brain structure
Synergy, 9–10
T
Taking a break, adolescents and, 244–245
Taking care of yourself. See Self-care for parents
Taking turns, impulse control and, 41
Teachers. See also Classroom environments; School environment; Teacher–student relationship
behavior management methods for the classroom and, 265–273
choosing, 253–256
managing academic problems of adolescents and, 280–283
school management and, 264–265
symptoms changing with the situation and, 111
what to expect from the evaluation, 146–147
Teacher–student relationship, 247, 262, 281–282. See also Relationships; School functioning; Teachers
Teasing, dealing with, 219–220
Teens. See Adolescents
Television watching, 93–94, 221, 287
Temperament, 97
The Seven Habits of Highly Effective People (Covey), 6–10
Therapists, 134, 236–237. See also Professionals, working with
Thoughts
guiding principles for raising a child with ADHD and, 164
impulsive thinking, 45
school management and, 279–280
self-care for parents and, 176–177
self-directed instruction and, 279–280
self-directed speech and, 50–51
Thyroid hormone levels, 89–90
Tics, 306–307, 322
Time management, 25, 162–163, 173–174
Time-outs. See also Consequences; Punishment
behavior management methods for the classroom and, 270–271
expanding your use of, 203–204
managing your child in public and, 206–207
overview, 200–203
Toddler years, 96. See also Developmental processes
Tofranil. See Medication
Token system
behavior management methods for the classroom and, 265–273
overview, 195–198, 197t
school management and, 264
social skills and, 218–219
Tourette syndrome, 306–307
Toxin exposure, 81–82. See also Causes of ADHD
Transitions, 213–214
Treatment. See also Evaluating for ADHD; Medication
adolescents and, 228, 243
adults with ADHD and, 108
costs of professional help, 135
decisions regarding, 309–312
EEG biofeedback or neurofeedback, 78
facts versus fiction regarding, 24–25
in other countries, 100–101
school environment and, 136–138
sluggish cognitive tempo (SCT) and, 151
understanding the options for, 154–155
what to expect from the evaluation, 142–147
when to stop, 314
Treatment providers, 10–12. See also Communicating with schools and service providers
Tricyclic antidepressants, 319–322. See also Medication
Trust, 9. See also Relationship with your child
Tutoring, 265, 282–283
V
Verbal signs of approval, 188–189. See also Positive feedback
Vestibular system, 90
Video games, 287
Vision, 115
Visualization, 56–60
Vitamins in treatment, myths regarding causes of ADHD and, 88–89
Vyvanse. See Medication
W
Waiting for things, impulse control and, 41
Warnings, preparing your child for transitions and, 213–214
WatchMinder wrist watch, 162
Websites, 13–14, 156, 328. See also Information regarding ADHD
Wellbutrin, 322–323. See also Medication
When/then strategies, 214–215
Work functioning. See Employment functioning
Working memory. See also Memory
guiding principles for raising a child with ADHD and, 163
other problems associated with ADHD and, 114
overview, 36
Worst-case scenario, adolescent “attitudes” and, 232–233
Y
Yeasts, myths regarding causes of ADHD and, 90–91