RESOURCES: Students with ADHD - ADDED

American Academy of Child & Adolescent Psychiatry
Attention Deficit Disorder Association
California Psychological Association
Centers for Disease Control and Prevention
CHADD - Children and Adults with Attention Deficit/Hyperactivity Disorder »
CHADD - Northern California
Healthy Children
Learning Disabilities Association of America
National Institute of Mental Health »
National Resource Center on ADHD »
UC Davis MIND Institute ADHD Program
U.S. Department of Education

When are you happiest?

What do you think leads to long term happiness?

Can a person learn to be happier?

What do you do that makes you happy in the short term but makes you unhappy in the long term?

Do you think people are happier on average now than they were in the past?

Do you like going to beaches?

How often do you go to a beach?

What good / bad memories of beaches do you have?

When was the last time you went to a beach?

What was the best / worst beach you’ve been do?

What’s your favorite thing to do at the beach?

What kind of music are you into?

What music did you like when you were younger?

What’s your favorite band / singer?

Have you been to any concerts recently?

What’s your favorite album?

Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes, along with exposition, argumentation, and narration. In practice it would be difficult to write literature that drew on just one of the four basic modes

Subsidized housing in the United States is administered by federal, state and local agencies to provide subsidized rental assistance for low-income households. Public housing is priced much below the market rate, allowing people to live in more convenient locations rather than move away from the city in search of lower rents. In most federally-funded rental assistance programs, the tenants' monthly rent is set at 30% of their household income.[1] Now increasingly provided in a variety of settings and formats, originally public housing in the U.S. consisted primarily of one or more concentrated blocks of low-rise and/or high-rise apartment buildings. These complexes are operated by state and local housing authorities which are authorized and funded by the United States Department of Housing and Urban Development (HUD). More than 1.2 million households currently live in public housing of some type.[vague] Subsidized apartment buildings, often referred to as housing projects, have a complicated and often notorious history in the United States. While the first decades of projects were built with higher construction standards and a broader range of incomes and same applicants, over time, public housing increasingly became the housing of last resort in many cities. Several reasons have been cited for this negative trend including the failure of Congress to provide sufficient funding, a lowering of standards for occupancy, and mismanagement at the local level. Furthermore, housing projects have also been seen to greatly increase concentrated poverty in a community, leading to several negative externalities. Crime, drug usage, and educational under-performance are all widely associated with housing projects, particularly in urban areas.[2]

As a result of their various problems and diminished political support, many of the traditional low-income public housing properties constructed in the earlier years of the program have been demolished. Beginning primarily in the 1970s the federal government turned to other approaches including the Project-Based Section 8 program, Section 8 certificates, and the Housing Choice Voucher Program. In the 1990s the federal government accelerated the transformation of traditional public housing through HUD's HOPE VI Program. Hope VI funds are used to tear down distressed public housing projects and replace them with mixed communities constructed in cooperation with private partners.[3] In 2012, Congress and HUD initiated a new program called the Rental Assistance Demonstration (RAD) program.[4] Under the demonstration program, eligible public housing properties are redeveloped in conjunction with private developers and investors.

The primo example of a device that is completely cloud-centric is the Chromebook. These laptops have just enough local storage and power to run Chrome OS, which essentially turns the Google Chrome web browser into an operating system. With a Chromebook, almost everything you do is online: apps, media, and storage are all in the cloud. Because of that, they tend to be inexpensive and that's made them incredibly popular for education. The latest, made since 2017, will even run Android apps.

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American Academy of Child & Adolescent Psychiatry
Attention Deficit Disorder Association
California Psychological Association
Centers for Disease Control and Prevention
CHADD - Children and Adults with Attention Deficit/Hyperactivity Disorder »
CHADD - Northern California
Healthy Children
Learning Disabilities Association of America
National Institute of Mental Health »
National Resource Center on ADHD »
UC Davis MIND Institute ADHD Program
U.S. Department of Education

Numerous studies have found that positive results occur when the major stakeholders in a student's education collaborate to address a child's ADHD (Blazer, 1999; Bos, 1999; Bos, Nahmias, & Urban, 1999; Nahmias, 1995; Williams & Carteledge, 1997).
Effective collaboration and communication between home and school provide structure across the two major settings in the child's life. Common rewards, reinforcement strategies, and language help to promote consistency across settings.
Bos et al. (1999) reported that collaborative partnerships between home and school were especially important during the initial assessment of the child's disability and educational needs, the development of behavior modification plans, the evaluations of medication, and the coordination of assignments.
Parents and teachers can share information with one another if they work together to plan behavioral and academic strategies for the student.
Parents can offer information about the child-including the child's medical history, hobbies and interests, effective reinforcers, and behavior in other settings-that may inform the decisions made by the teacher and other members of the IEP team.
The teacher can keep parents informed about their child's progress, performance, and behavior in school.

The culture of the classroom can either support or create barriers to student success (Piffner,
2011).

Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).

When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.

Caring for children with ADHD may be challenging, but it is important to remember that these children can learn successfully. It is critical that parents remember that some of their child's disruptive behavior is a manifestation of the disability and that the challenge is finding ways to help their child change the inappropriate behavior. Key to this is remembering to focus on the need for structure and routine for your child's daily schedule and thereby reinforcing the importance of learning self-control and self-regulation. The following are suggestions for parents:
Focus on discrete rewards and consequences for appropriate and inappropriate behavior:
- Tangible rewards and treats;
- Movie night for a good week at school;
- Removal of privileges; and
Time-out from reinforcing activities: the child is essentially removed from situations that foster inappropriate behavior.