Facilitating Successful Outcomes for Students with

Facilitating Successful Outcomes for Students with

Attention Deficit Hyperactivity Disorder

from Primary through Secondary School Years

Cathleen G. Spinelli

Reprinted with the permission of the Journal of Attention Disorders.

＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊

Abstract

In order to meet the needs of students with Attention Deficit Hyperactivity Disorder (ADHD) educators must have an understanding of this disorder and know how to intervene. Children with ADHD are generally capable students who have very specific educational, emotional and work-study needs that if not addressed, can have significant impact on school performance, social interaction and self-concept. Adolescents' issues are complicated by their need for self-reliance, self-monitoring and self-advocacy. In their role as knowledgeable, supportive child advocates, teachers need to function as facilitators who empower students to become productive, competent and well-adjusted individuals while intervening and advocating for them with administration, support staff and parents. This article addresses these issues and identifies the specific characteristics of ADHD, diagnostic, placement and programming issues and the types of interventions and accommodations that can be used in the classroom to promote positive school experiences for children and adolescents with ADHD.

Key words: Attention Deficit Hyperactivity Disorder

                        Attention Deficit Disorder
                      behavioral disorders of children and adolescents\Attention Disorders
                      developmental learning problems

distractibility

hyperactivity

impulsivity