The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmental
demands.

Therefore, it is not unusual for the student to perform differently across settings.

Fasting—abstaining from eating for some period of time—is an ancient practice that is safe when not taken to extremes. Traditionally, the benefits of fasting have been both spiritual and physical. People who fast for religious reasons often report a stronger focus on spiritual matters during the fast. Physically, a simple fast lowers blood sugar, reduces inflammation, improves metabolism, clears out toxins from damaged cells and has been linked to lower risk of cancer, reduced pain from arthritis and enhanced brain function.

Intermittent fasting means dividing one's time between "eating windows" and periods of abstention on a regular basis. A common intermittent fasting schedule might restrict eating to the hours of 7:00 a.m. to 3:00 p.m., with the remaining 16 hours of the day spent fasting. But there is no specific, prescribed schedule. Some people have more or less generous eating windows, setting the rule that they will not eat after, say, 8:00 p.m.—or, on the considerably less generous side, only allowing themselves to eat every other day.

The science behind intermittent fasting is based on altering the body's metabolism. During a period without eating, insulin levels drop to the point that the body begins burning fat for fuel. Additionally, the thinking goes, by slowing the body's metabolism, you cause your appetite to drop off and thus will consume fewer calories when you resume eating.

Numerous studies have demonstrated the benefits of intermittent fasting for weight loss. However, it's not clear that it is any more effective than simply restricting calories and following a normal eating schedule. One possible reason for the success of intermittent fasting is that most practitioners have quit the habit of eating during the late evening and night hours. Restricting eating to earlier in the day aligns better with our bodies' circadian rhythms and is less likely to cause us to store our food in fat cells. Since intermittent fasting is difficult for many people to adhere to, a wise alternative might be to consume a low-calorie Mediterranean diet and to stop the day's eating in late afternoon.

There are certain people who should not try intermittent fasting without first checking with their doctor, such those with diabetes or heart disease.

Intermittent fasting is a very "lifestyle-intensive" dietary pattern, meaning that it is challenging to maintain in the face of normal social relationships. If the rest of your family is eating while you're fasting, you might be tempted to indulge or to surrender the family-meal ritual. If your job requires you to dine with clients or colleagues, you'll find an intermittent fasting schedule difficult to maintain. Remember that the best healthy eating plan is the one you'll stick to.

All non-text content that is presented to the user has a text alternative that serves the equivalent purpose, except for the situations listed below.

Controls, Input
If non-text content is a control or accepts user input, then it has a name that describes its purpose. (Refer to Success Criterion 4.1.2 for additional requirements for controls and content that accepts user input.)

Time-Based Media
If non-text content is time-based media, then text alternatives at least provide descriptive identification of the non-text content. (Refer to Guideline 1.2 for additional requirements for media.)

Test
If non-text content is a test or exercise that would be invalid if presented in text, then text alternatives at least provide descriptive identification of the non-text content.

Sensory
If non-text content is primarily intended to create a specific sensory experience, then text alternatives at least provide descriptive identification of the non-text content.

The iterative process is the practice of building, refining, and improving a project, product, or initiative. Teams that use the iterative development process create, test, and revise until they’re satisfied with the end result. You can think of an iterative process as a trial-and-error methodology that brings your project closer to its end goal.

Iterative processes are a fundamental part of lean methodologies and Agile project management—but these processes can be implemented by any team, not just Agile ones. During the iterative process, you will continually improve your design, product, or project until you and your team are satisfied with the final project deliverable.

ADHD Students and Classroom Considerations

ADHD Students and Classroom Considerations

Organizational Supports for ADHD Students

The states and territories are responsible for providing funding for government subsidised delivery in their jurisdiction and the Commonwealth Government, through the Australian Quality Skills Authority, provides regulation of registered training organisations except in Victoria and Western Australia. A central concept of the VET system is "national recognition", whereby the assessments and awards of any one registered training organisation must be recognised by all others, and the decisions of any VET regulatory authority must be recognised by the all states and territories. This allows national portability of qualifications and units of competency.

Questions about the just distribution of educational opportunity are especially vexing given the scarcity of resources allocated to education. Although developed societies provide some education for free to their citizens, funding for education is always in competition with the need to provide citizens with other social goods. As Amy Gutmann writes: “The price of using education to maximize the life chances of children would be to forego these other social goods” (Gutmann 1999: 129). Other basic welfare needs (e.g., housing, healthcare, food), as well as cultural goods (e.g., museums, parks, concert halls), must be weighed against public funds allocated to education, thereby making high-quality education—even in highly productive societies—scarce to some degree.

First, if we describe ourselves as “courageous,” we are more likely to act courageously. In other words, if I tell myself that I’m a courageous person as I park in the school parking lot and walk into my school, it may actually give me a psychological boost and inspire me to meet the day with greater self-assurance.

Alternatively, we can take time to note and label all the courageous actions we have already taken in our lives. For example, when you consider how your childhood struggles inform your current relationships with coworkers or students, or how you made it through college as a single mom, or how you’ve learned to cope with a chronic health issue, you may be more likely to experience positive emotions while reconnecting with personal values and beliefs that can inspire future courageous behaviors.

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.

Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.

Primer text from The College of William & Mary

ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).

In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children

The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).


The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list
three types of ADHD and the accompanying characteristics.


Predominantly inattentive type.
The student may:
o submit inaccurate or incomplete work,
o have difficulty attending to conversations, activities, or tasks,
o be easily distracted,
o have difficulty following directions,
o frequently lose materials, and/or
o have difficulty organizing tasks and materials.


Predominantly hyperactive/impulsive type.
The student may:
o Appear to be in constant motion,