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Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD), a membership organization, is the nation's leading non-profit organization serving individuals with ADHD and their families. Attention magazine, a members' benefit of CHADD, focuses on the science and lived experience of ADHD. This award-winning magazine regularly publishes information useful for educators seeking additional ideas and approaches to assist their students affected by ADHD.

The following Attention articles are indexed in the NRC Library. Full articles are availble to CHADD members only.

  • CHADD Members: These links will prompt you to log in to the CHADD web site. Once you login, the article (pdf) will automatically be displayed.
  • Not a CHADD Member? See CHADD Membership for more information. 

Promising Practices: Bullying Prevention and Intervention (Attention, December 2009, p. 7)
Bullying and other forms of hurtful behavior usually begins to decrease soon after administrators, teachers, students, parents, school bus drivers and others who work in a school campus start to model the Olweus Bullying Prevention Program's four universal behavioral principles.

Lying about Schoolwork (Attention, August 2009, p. 23)
For many children and adolescents, lying to avoid schoolwork demands is self-serving in the short term (e.g., lets them avoid doing something or deny responsibility for their actions) but creates long-term pain and chaos.

Research Briefs: School-Based Interventions for ADHD (Attention, August 2009, p. 34)
In the past two decades, AD/HD has become a widely used term in schools to identify students presenting as inattentive, hyperactive, and impulsive. There has also been a groundswell of literature directed toward educators on school-based interventions. Some of these interventions are based on defined, data-driven, and well-implemented programs. Far more, however, fall under the general umbrella of "good ideas" absent scientific support.

Promising Practices: Response to Intervention (RTI ) for Behavior and Academics (Attention, June 2009, p. 6)
Under the direction of Jeffrey Sprague, PhD , researchers at the University of Oregon's Institute on Violence and Destructive Behavior (IVDB) are developing and evaluating ways to weave evidence-based practices for treating common childhood behavioral, emotional, and social problems within a Response to Intervention (RTI) paradigm. Schools trained in this paradigm that apply its practices with fidelity are now better able to identify the first sign of academic, behavioral, emotional, and/or social difficulties in school-aged children. The schools can then provide empirically validated interventions that can potentially steer developmental trajectories in a more positive direction and prevent more serious problems from emerging.

Understanding the Link between Executive Function and School Success (Attention, February 2008, p. 18)
School is often very difficult for students with attention deficit hyperactivity disorder. When executive function deficits are present, the accompanying problems may become overwhelming to the student and his or her family. Historically, parents and teachers have had little awareness or sympathy for the challenges presented by these combined deficits. Thankfully, teachers and parents increasingly are realizing that ADHD is often a very complex condition.

Why Teachers Resist: Understanding Teacher Attitudes about AD/HD (Attention, June 2004, p. 26)
The underlying and subtle basis for teacher resistance for academic accommodations and how to overcome resistance to meet the needs of students. Differing mindsets often determine a teacher's willingness or disposition to make classroom accommodations for students with problems.

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