ADHD and Executive Functioning disorder
https://www.youtube.com/watch?v=428QTSYziHU
This video briefly explains what Executive functioning disorder is and strategies to use to minimize the negative impacts and strategies to use to improve skills. There are also other videos that speak on the same issue from different perspectives. This is good information to have to let parents and teachers know there is hope for their child and students.
This video briefly explains what Executive functioning disorder is and strategies to use to minimize the negative impacts and strategies to use to improve skills. There are also other videos that speak on the same issue from different perspectives. This is good information to have to let parents and teachers know there is hope for their child and students.
http://www.adhdforteachers.com/main.php
Mining Magnificent MindsWhat will enrolling in Minding Magnificent Minds do for you and your students?
Mining Magnificent MindsWhat will enrolling in Minding Magnificent Minds do for you and your students?
- Develop the skills necessary to expand the skills, talents and interest of your students with ADD/ADHD
- Enhance the educational experience of your students
- Be comfortable that you are helping bring out the best in your students
- Recognize not all students learn at the same pace or in the same way
http://www.understood.org/en
Parents want the best for their children. We do, too. For the first time ever, 15 nonprofit organizations have joined forces to support parents of the one in five children with learning and attention issues throughout their journey.
With the right support, parents can help children unlock their strengths and reach their full potential. With state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more, Understood aims to be that support.
Our MissionOur goal is to help the millions of parents whose children, ages 3–20, are struggling with learning... Read More
Our StoryUnderstood began with a dream to give parents everywhere access to the kind of resources usually onl...Read More
Our TeamWe would like to extend our special thanks to all the dedicated and creative people who made—and con...Read More
Read more: http://www.understood.org/en/about#ixzz3KlCCNOVf
Follow us: @UnderstoodOrg on Twitter | Understood on Facebook
Parents want the best for their children. We do, too. For the first time ever, 15 nonprofit organizations have joined forces to support parents of the one in five children with learning and attention issues throughout their journey.
With the right support, parents can help children unlock their strengths and reach their full potential. With state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more, Understood aims to be that support.
Our MissionOur goal is to help the millions of parents whose children, ages 3–20, are struggling with learning... Read More
Our StoryUnderstood began with a dream to give parents everywhere access to the kind of resources usually onl...Read More
Our TeamWe would like to extend our special thanks to all the dedicated and creative people who made—and con...Read More
Read more: http://www.understood.org/en/about#ixzz3KlCCNOVf
Follow us: @UnderstoodOrg on Twitter | Understood on Facebook
https://sites.google.com/a/hasdas.com/adhd-manual/appendix
ĊCREATINGANINCLUSIVECULTURE.pdf
View Downloadfrom REACH Manual 51kv. 2Jul 7, 2011, 10:42 PMFerdinand LagosĊSTEPGuide.pdf
View DownloadSTEP - Strategies for Teaching Exceptional Pupils 2558kv. 2Jul 7, 2011, 10:42 PMFerdinand Lagos
1. Individualized Education Plan (IEP)ĉIEPform.docx
View Download 227kv. 2Jul 7, 2011, 8:21 AMFerdinand LagosĊIEPform.pdf
View Download 377kv. 2Jul 7, 2011, 8:21 AMFerdinand Lagos
2. Individualized Family Service Plan (IFSP)ĉIFSPform.docx
View Download 226kv. 2Jul 7, 2011, 8:18 AMFerdinand LagosĊIFSPform.pdf
View Download 111kv. 2Jul 7, 2011, 8:18 AMFerdinand Lagos
3. Accommodations and ModificationsĉAccomodationsandModifications.doc
View Download 54kv. 2Jul 7, 2011, 8:19 AMFerdinand LagosĊAccomodationsandModifications.pdf
View Download 81kv. 2Jul 7, 2011, 8:19 AMFerdinand LagosĊREACH-ADHD-accomodations.pdf
View DownloadAD/HD Accommodations - REACH Manual 428kv. 2Jul 7, 2011, 9:29 PMFerdinand Lagos
4. Daily ReportĉDailyReport.docx
View Download 223kv. 2Jul 7, 2011, 8:19 AMFerdinand LagosĊDailyReport.pdf
View Download 265kv. 2Jul 7, 2011, 8:19 AMFerdinand Lagos
5. AD/HD CharacteristicsĊADHD-Characteritics.pdf
View DownloadAD/HD Characteristics - REACH Manual 432kv. 3Jul 7, 2011, 9:28 PMFerdinand LagosĊTOADSystem.pdf
View Download 62kv. 2Jul 7, 2011, 9:28 PMFerdinand Lagos
REACH ManualĊREACH-2ndEdition.pdf
View DownloadREACH Manual 2nd Edition 1660kv. 2Jul 7, 2011, 10:43 PMFerdinand Lagos
ĊCREATINGANINCLUSIVECULTURE.pdf
View Downloadfrom REACH Manual 51kv. 2Jul 7, 2011, 10:42 PMFerdinand LagosĊSTEPGuide.pdf
View DownloadSTEP - Strategies for Teaching Exceptional Pupils 2558kv. 2Jul 7, 2011, 10:42 PMFerdinand Lagos
1. Individualized Education Plan (IEP)ĉIEPform.docx
View Download 227kv. 2Jul 7, 2011, 8:21 AMFerdinand LagosĊIEPform.pdf
View Download 377kv. 2Jul 7, 2011, 8:21 AMFerdinand Lagos
2. Individualized Family Service Plan (IFSP)ĉIFSPform.docx
View Download 226kv. 2Jul 7, 2011, 8:18 AMFerdinand LagosĊIFSPform.pdf
View Download 111kv. 2Jul 7, 2011, 8:18 AMFerdinand Lagos
3. Accommodations and ModificationsĉAccomodationsandModifications.doc
View Download 54kv. 2Jul 7, 2011, 8:19 AMFerdinand LagosĊAccomodationsandModifications.pdf
View Download 81kv. 2Jul 7, 2011, 8:19 AMFerdinand LagosĊREACH-ADHD-accomodations.pdf
View DownloadAD/HD Accommodations - REACH Manual 428kv. 2Jul 7, 2011, 9:29 PMFerdinand Lagos
4. Daily ReportĉDailyReport.docx
View Download 223kv. 2Jul 7, 2011, 8:19 AMFerdinand LagosĊDailyReport.pdf
View Download 265kv. 2Jul 7, 2011, 8:19 AMFerdinand Lagos
5. AD/HD CharacteristicsĊADHD-Characteritics.pdf
View DownloadAD/HD Characteristics - REACH Manual 432kv. 3Jul 7, 2011, 9:28 PMFerdinand LagosĊTOADSystem.pdf
View Download 62kv. 2Jul 7, 2011, 9:28 PMFerdinand Lagos
REACH ManualĊREACH-2ndEdition.pdf
View DownloadREACH Manual 2nd Edition 1660kv. 2Jul 7, 2011, 10:43 PMFerdinand Lagos
http://www.wsfcs.k12.nc.us/cms/lib/nc01001395/centricity/domain/24/toad_directions.pdf
The TOAD is a type of interval recording method. Interval recording involves
observing whether a behavior occurs or does not occur during specified time
periods. The TOAD is a recording form that uses 15 second intervals (90 total
intervals) for a total observation time of 15 minutes. The TOAD can be used as a
momentary time sample recording, a whole interval recording or a partial interval
recording. A watch or clock with a second hand must be used to indicate the end
of an interval to alert the observer that it is time to look up to observe whether a
behavior is occurring and to record the result on a data sheet.
To use the TOAD as a momentary time sample recording, the observer looks up
and records whether a behavior occurs or does not occur at the very end of the
interval, in this case every 15 seconds.
Whole interval recording means that the observer is interested in behavior that
occurs during the entire interval. Examples of ongoing behaviors that can be
observed using whole interval recording include writing, walking, reading, or
working on a given assignment. You record only when the behavior occurs the
entire duration of the 15 second interval.
Partial interval recording means that the observer is interested in behavior that
occurs in any part of the interval and that the behavior usually does not consume
the entire interval. Examples of discrete behaviors that can be observed using
partial interval recording include swearing, hitting, participating in class
discussions, and making positive statements to peers and others. You will record
on the form if the behavior is observed at any point during the 15 second
interval.
Directions for Using the TOAD:
1. Set aside a 15 minute block of time for the observation
2. Determine what type of recording you feel appropriate (momentary, whole,
partial). Write what type of recording method was used on the data sheet.
3. Record your start time at the top of the sheet.
4. Start your timing when the second hand reaches 12.
5. Record by placing an “X” in the corresponding box whether the behavior
occurs during/throughout or at the end of each 15 second interval
(depending on whether you are using partial, whole or momentary time
sampling)
6. At the completion of the 15 minute observation you will have observed
ninety 15 second intervals.
7. Calculate the total percentage of each occurrence of behavior , for
example if the number of talk outs (T) was 30/60 your percentage would
be 50%. Record this at the bottom of the sheet.
observing whether a behavior occurs or does not occur during specified time
periods. The TOAD is a recording form that uses 15 second intervals (90 total
intervals) for a total observation time of 15 minutes. The TOAD can be used as a
momentary time sample recording, a whole interval recording or a partial interval
recording. A watch or clock with a second hand must be used to indicate the end
of an interval to alert the observer that it is time to look up to observe whether a
behavior is occurring and to record the result on a data sheet.
To use the TOAD as a momentary time sample recording, the observer looks up
and records whether a behavior occurs or does not occur at the very end of the
interval, in this case every 15 seconds.
Whole interval recording means that the observer is interested in behavior that
occurs during the entire interval. Examples of ongoing behaviors that can be
observed using whole interval recording include writing, walking, reading, or
working on a given assignment. You record only when the behavior occurs the
entire duration of the 15 second interval.
Partial interval recording means that the observer is interested in behavior that
occurs in any part of the interval and that the behavior usually does not consume
the entire interval. Examples of discrete behaviors that can be observed using
partial interval recording include swearing, hitting, participating in class
discussions, and making positive statements to peers and others. You will record
on the form if the behavior is observed at any point during the 15 second
interval.
Directions for Using the TOAD:
1. Set aside a 15 minute block of time for the observation
2. Determine what type of recording you feel appropriate (momentary, whole,
partial). Write what type of recording method was used on the data sheet.
3. Record your start time at the top of the sheet.
4. Start your timing when the second hand reaches 12.
5. Record by placing an “X” in the corresponding box whether the behavior
occurs during/throughout or at the end of each 15 second interval
(depending on whether you are using partial, whole or momentary time
sampling)
6. At the completion of the 15 minute observation you will have observed
ninety 15 second intervals.
7. Calculate the total percentage of each occurrence of behavior , for
example if the number of talk outs (T) was 30/60 your percentage would
be 50%. Record this at the bottom of the sheet.
http://www.ldonline.org/adhdbasics
ADHD BasicsAttention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.*