04836cam a2200385 a 450000100090000000300040000900500170001300800410003001000170007101500190008801600180010702000060012502000060013102000250013702000060016203500240016804000520019204300120024405000240025608200190028010000300029924501420032926000430047130000340051450400640054850534140061265000690402665000730409565000680416865000560423665000430429265000610433570000220439670000320441815630126OSt20190905105846.0090219s2009    caua     b    001 0 eng    a  2009007519  aGBA9498382bnb7 a0152616132Uk  a   a   a9781412966535 (pbk.)  a   a(OCoLC)ocn299709386  aDLCcDLCdBTCTAdYDXCPdUKMdC#PdBWXdCDXdDLC  an-us---00aLC4713.4b.L68 200900a371.94 LOU2221 aLougy, Richard A.,d1944-14aThe school counselor's guide to ADHD :bwhat to know and do to help your students /cRichard A. Lougy, Silvia L. DeRuvo, David Rosenthal.  aThousand Oaks :bCorwin Press,cc2009.  axiv, 169 p. :bill. ;c26 cm.  aIncludes bibliographical references (p. 141-156) and index.0 aWhat is Attention-deficit/hyperactivity disorder (ADHD) -- Is ADHD a mythical disorder? -- Theory versus scientific fact -- ADHD is a complex set of behaviors -- Diagnostic criteria -- Manifestations of ADHD -- Prevalence of ADHD -- What causes ADHD? -- Primary symptoms and common impairments -- Predominantly inattentive type of ADHD -- Summary -- Impairments in executive functioning -- Why spend so much time on executive function? -- What is executive function? -- Role of executive function as related to ADHD -- Snapshot overview of executive function processes -- Deficit in behavioral inhibition / Russell Barkley -- Components of executive function -- Executive functions work together in various combinations / Thomas Brown -- Summary -- Treating children with ADHD fairly -- Fair and equal are not the same -- The school counselor's role -- The school counselor's role as a consultant -- The school counselor's role in helping teachers better understand -- Explaining risk factors on school performance -- Encountering teachers who seem very resistant to accommodations -- The school counselor's role in helping parents talk to their child about ADHD -- The parent-child relationship with regard to the school -- The empathic educator -- This hidden disability does not keep the child from succeeding -- Road map for assuring fairness -- Summary -- Classroom strategies: a recipe for student success / Silvia L. Deruvo -- The school counselor's role in inciting change -- Recognizing the academic challenges -- Related academic performance areas challenging for children with ADHD -- Recognizing learning styles -- Multimodality teaching strategies -- Time management and organizational skills -- Summary -- Managing ADHD behaviors in the school setting -- Let's begin -- Positive schoolwide intervention -- Positive individual intervention -- The teacher may have to make some changes too -- Summary -- What teachers should know about medication / David Rosenthal -- Should my child be on medication? -- Common medications to treat ADHD -- Changes in students on stimulants -- Do stimulants cure ADHD? How do these medicines work? -- How long does it take for the medication to work? -- Signs of being overmedicated -- If the medicine works, does that confirm that the diagnosis of ADHD is correct? -- Side effects from stimulants -- Information that should be communicated to the doctor -- Can stimulants cause problems with growth? -- Are stimulants addictive? -- Can stimulants lead to problems with abuse of other drugs? -- Are there particular children who would be expected to do poorly on stimulants? -- Are there children who only need to be on medication at school? -- Drug interactions with stimulant medication -- Can children become psychotic on stimulants? Can stimulants be used in children under age five? -- My student used to do well on retalin, but now it doesn't work. What is going on? -- Natural remedies to treat ADHD -- Prozac as a treatment for ADHD -- Do medications help learning disabilities? -- One of my students is very defiant and oppositional. Will medications help with this? -- Summary -- Communicating effectively with parents -- Parents: the most important resource -- Respect and acknowledge the challenges parents face -- Helping parents distingish enabling from supportive decisions -- Regular communication is critical -- Attending teacher-parent meetings. 0aAttention-deficit-disordered childrenxEducationzUnited States. 0aAttention-deficit-disordered childrenxCounseling ofzUnited States. 0aAttention-deficit-disordered childrenxDrug usezUnited States. 0aHyperactive childrenxCounseling ofzUnited States. 0aEducational counselingzUnited States. 0aAttention-deficit hyperactivity disorderzUnited States.1 aDeRuvo, Silvia L.1 aRosenthal, David K.,d1958-