https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

PRIMER: What is Attention Deficit Hyperactivity Disorder? - ADDED
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet

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 order to adequately address the system of care issues, there needs to be effective treatments and we do not yet have an adequate arsenal to effectively treat children and adolescents with ADHD. The development and evaluation of new treatments is most effective when guided by theory and evidence of mechanisms of change. A variable can be considered a mechanism of change that explains why a treatment works, if the variable is malleable and causally related to the impairment being treated (Carper, Makover, & Kendall, 2018; Kazdin, 2007). As we consider the variety of treatments that have been evaluated for ADHD and the development of new treatments, it is critical that future research explicitly focus on identifying mechanisms of change that account for treatment effects and aligning intervention approaches to impact the identified mechanism.

Treatment of disease in the affected individual is twofold in nature, being directed (1) toward restoration of a normal physiological state and (2) toward removal of the causative agent. The diseased organism itself plays an active part in both respects, having the capacity for tissue proliferation to replace damaged tissue and to surround and wall off the noxious agent, as well as defense and detoxification mechanisms that remove the causative agent and its products or render them harmless. Therapy of disease supplements and reinforces these natural defense mechanisms.

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Digital Learning Environment
Educator provides evidence of their understanding of communication and outlines and provides evidence of a lesson that uses technology to support students’ use of communication in learning.

Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.

Assignment Notebook: Provide the student with an assignment notebook to help
organize homework and seatwork.

Color-Coded Folders: Provide the student with color-coded folders to help
organize assignments for different academic subjects.

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Do you know any other languages?

What words do you know in other languages?

What language do you wish you could learn?

What is the most useful language to know?

What do you think about English becoming the default language?

What do you think would be the hardest language to learn?

Families are invaluable resources for teachers.

Websites: A homework website that provides assignments for the week is very helpful to
parents and guardians of students with ADHD. Class news regarding projects and the
week’s instructional topics can also be posted.


Homework Hotline: A homework hotline that gives the assignments for the night and
also provides helpful suggestions for completing them can help families support their
children’s work completion.

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Wild harvesting mushrooms can also be a lot of fun, and fairly lucrative, if you know where to go and when, and can find a buyer. Many gourmet restaurants are thrilled to get wild-harvested mushrooms, so it’s worth trying to make these connections. I have done this with both morel’s and hen of the woods (see pictures below). But make sure you know what you’re doing if you’re going to hunt (for more information see below). Also anyone interested in this topic should check ou