Roger Pierangelo - Classroom Management Techniques for Students With ADHD: A Step-by-Step Guide for Educators

This book is dedicated to my wife, Jackie, and my two children, Jacqueline and Scott, who provide me with the love and purpose for undertaking projects that I hope will enhance the lives of others. My life has been blessed by their loving presence.

I also dedicate this book to my parents, who provided me with the secure and loving foundation from which to grow; my sister, Carol, who makes me smile and laugh; and my brother-in-law, George, who has always been a positive guiding light in my professional journey.

Roger Pierangelo

This book is dedicated to my wife, Anita, and two children, Collin and Brittany, who give me the greatest life imaginable. The long hours and many years it took to finish this book would never have been possible without the support of my loving wife. Her constant encouragement, understanding, and love provide me with the strength I need to accomplish my goals. I thank her with all my heart. I also dedicate this book to my parents, who have given me support and guidance throughout my life. Their words of encouragement and guidance have made my professional journey a rewarding and successful experience.

George Giuliani

Copyright 2008 by Roger Pierangelo and George Giuliani.

First Skyhorse Publishing edition 2015.

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Library of Congress Cataloging-in-Publication Data is available on file.

Cover design by Michael Dubowe

Print ISBN: 978-1-63220-550-6

Ebook ISBN: 978-1-63220-967-2

Printed in the United States of America

Contents

Preface

I nattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Hyperactivity Disorder (ADHD). A childs academic success is often dependent on his or her ability to attend to tasks and teacher and classroom expectations with minimal distraction. Such skill enables a student to acquire necessary information, complete assignments, and participate in classroom activities and discussions (Forness & Kavale, 2001). When a child exhibits behaviors associated with ADHD, consequences may include difficulties with academics and with forming relationships with his or her peers if appropriate instructional methodologies and interventions are not implemented.

When selecting and implementing successful instructional strategies and practices, it is imperative to understand the characteristics of the child, including those pertaining to disabilities or diagnoses. This knowledge will be useful in the evaluation and implementation of successful practices, which are often the same practices that benefit students without ADHD.

Research in the field of ADHD suggests that teachers who are successful in educating children with ADHD use a three-pronged strategy. They begin by identifying the unique needs of the child. For example, the teacher determines how, when, and why the child is inattentive, impulsive, and hyperactive. The teacher then selects different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that are appropriate to meet that childs needs. Finally, the teacher combines these practices into an individualized educational program (IEP) or other individualized planthat is, a 504 planand integrates this program with educational activities provided to other children in the class.

Classroom Management Techniques for Students With ADHD: A Step-by-Step Guide for Educators is intended to provide educators with a step-by-step approach to the most effective methods of teaching students with ADHD.

Classroom Management Techniques for Students With ADHD: A Step-by-Step Guide for Educators was written to explain ADHD from the eyes of the teacher so that if a student in your class or school is diagnosed with this disorder, you can work effectively with the administrators, parents, other professionals, and the outside community.

We hope that Classroom Management Techniques for Students With ADHD: A Step-by-Step Guide for Educators will be helpful to you in understanding the key concepts of this disorder and understanding how to be an effective educator when working with students diagnosed with ADHD.

Acknowledgments

I n the course of writing this book, we have encountered many outstanding professional sites. Those resources have contributedand continue to contributeenormous information, support, guidance, and education to parents, students, and professionals in the area of special education. Although we have accessed many worthwhile sites, we especially thank and acknowledge the National Dissemination Center for Children with Disabilities, the U.S. Department of Education, and the National Institutes of Health.

Both Dr. Pierangelo and Dr. Giuliani extend sincere thanks to Allyson Sharp and Laureen Shea for all of their hard work and dedication toward making this book a reality. We could not have completed it without your constant support and encouragement.

I (Roger Pierangelo) extend thanks to the following: the faculty, administration, and staff of the Department of Graduate Special Education and Literacy at Long Island University; Ollie Simmons, for her friendship, loyalty, and great personality; the students and parents of the Herricks Public Schools I have worked with and known over the past thirty-five years; the late Bill Smyth, a truly gifted and extraordinary ordinary man; and Helen Firestone, for her influence on my career and her tireless support of me.

I (George Giuliani) extend sincere thanks to all of my colleagues at Hofstra University in the School of Education and Allied Human Services. I am especially grateful to those who have made my transition to Hofstra University such a smooth one including Maureen Murphy (dean), Daniel Sciarra (chairperson), Frank Bowe, Diane Schwartz (graduate program director of early childhood special education), Darra Pace, Gloria Wilson, Alan Wenderoff, Laurie Johnson, Joan Bloomgarden, Jamie Mitus, Estelle Gellman, Joseph Lechowicz, Holly Seirup, Adele Piombino, Marjorie Butler, Eve Byrne, and Linda Cappa. I also thank my brother and sister, Roger and Claudia; mother-in-law, Ursula Jenkeleit; sisters-in-law, Karen and Cindy; and brothers-in-law, Robert and Bob. They have provided me with encouragement and reinforcement in all of my personal and professional endeavors.

The publisher would also like to thank the following for their contributions to the book:

Mary Reeve

SPED Director

Gallup-McKinley County Public Schools

Gallup, NM

Sylvia Rockwell

SPED Professor

St. Leo University

Madison, FL

Anne Beveridge

Consultant

St. Paul Public Schools

St. Paul, MN

Mary Guerrette