This Brief addresses the causes, assessment, and treatment of ADHD in Lebanese schoolchildren. It details how the disorder is currently defined in Lebanese elementary schools and examines schoolteachers' understanding of and conceptions about ADHD across three domains: general knowledge; symptoms and diagnosis; and treatment. This concise volume presents the authors' research into Lebanese schoolteachers' knowledge of ADHD and their ability and readiness to address the psychological and academic needs of their students who have been diagnosed with the disorder. In addition, the Brief explores the teachers' ability to identify ADHD subtypes in relation to a student's gender within the Lebanese context, emphasizing the differing sociocultural expectations in the behaviors of boys and girls. Current procedures for identifying ADHD in Lebanon. Lebanese teachers' knowledge about ADHD, their misconceptions, and factors that influence their opinions. Biases toward and confusion about disorders on the basis of perceived gender differences. ADHD assessment and implementation strategies for Lebanese special education professionals. Research questions, design, and methods as well as data collection and analysis procedures used in the study. ADHD in Lebanese Schools is an essential resource for researchers, professionals and policymakers, and graduate students in such interrelated fields as school psychology, educational psychology, and social work.

There is no other recently published book on this topic dedicated to school psychologists and other educational professionals. Focuses on the assessment, identification, and treatment of students in the school context. Unlike competing works, this would be an authored (not edited) volume and will, therefore, be much more focused and specific.- This book will be very practical and applied in its orientation. It will give readers direction that they can immediately follow in their school-based practice.- This book will clearly identifies the roles and responsibilities of educational professionals and school psychologists in identification of students with autism.

The only evidence-based program available for teaching social skills to adolescents with autism spectrum disorders

Two nationally known experts in friendship formation and anxiety management address the social challenges faced by adolescents with autism spectrum disorders (ASD). The book helps educators instruct youth on conversing with others, displaying appropriate body language, managing anxiety, initiating and participating in get-togethers, and more. The book is filled with helpful information on ASD to aid teachers who have received little training on the topic. Extremely practical, the book includes lesson plans, checklists, and sidebars with helpful advice.Based on UCLA's acclaimed PEERS program, the only evidence-based approach to teaching social skills to adolescents with ASDContains best practices for working with parents, which is the key to helping kids learn social skillsThe authors discuss the pros and cons of teaching students with ASD in educational settings like full inclusion (good for academics but bad for social skills) and pull-out special day classes (where the reverse is true)

Provides a much-needed book for teachers at all levels for helping students develop the skills they need to be successful.

Not long ago, conventional wisdom held that ADHD was a disorder of childhood only that somewhere during puberty or adolescence, the child would outgrow it. Now we know better: the majority of children with the disorder continue to display symptoms throughout adolescence and into adulthood. It is during the teen and young adult years that the psychological and academic needs of young people with ADHD change considerably, and clinical and campus professionals are not always sufficiently prepared to meet the challenge.

"College" "Students with ADHD"is designed to bring the professional reader up to speed. The book reviews the latest findings on ADHD in high school and college students, assessment methods, and pharmacological and nonpharmacological interventions. Practical guidelines are included for helping young adults make the transition to college, so they may cope with their disorder and do as well as possible in school and social settings. Coverage is straightforward, realistic, and geared toward optimum functioning and outcomes. Among the topics featured:

- Background information, from current statistics to diagnostic issues.
- ADHD in high school adolescents.
- ADHD in college students: behavioral, academic, and psychosocial functioning.
- Assessment of ADHD in college students.
- Psychosocial/educational treatment of ADHD in college students.
- Pharmacotherapy for college students with ADHD.
- Future directions for practice and research.

The comprehensive information in "College Students with ADHD"provides a wealth of information to researchers and professionals working with this population, including clinical and school psychologists, school and college counselors, special education teachers, social workers, developmental psychologists, and disability support staff on college campuses, as well as allied mental health providers. "

Straightforward, practical, and user friendly, this unique guide addresses an essential component of decision making in schools. The authors show how systematic screenings of behavior -- used in conjunction with academic data -- can enhance teachers' ability to teach and support all students within a response-to-intervention framework. Chapters review reliable, valid screening measures for all grade levels, discuss theirs strengths and weaknesses, and explain how to administer, score, and interpret them. Practitioners get helpful guidance for evaluating their school's needs and resources and making sound choices about which tools to adopt.

ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD.

Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals:

• Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD.
• Identifies the prevalence, influences, and associated conditions.
• Provides a review of screening, referral, and diagnostic assessment processes.
• Offers guidance on conducting psychoeducational assessments.
• Reviews evidence-based treatments.
• Offers practical guidance on setting up programs that address individual and classroom issues.

School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.

Therapeutic Story StartUps is a creative resource that can be used by therapists and other professionals working with children aged 4-12 years. These resources are designed to support children to understand, explore and express their feelings through story, imagination and play. Six beautifully illustrated storybooks address the themes of: Loss, Anger, Self-Esteem, Bullying, Worries and Family Break-Up. Additionally there are characters, props and scenes to invite the child to act out their own story, asking the question, "What happens next?..." The full pack includes: Six illustrated storybooks, each prompting the child to create their own ending. 30 colourful free-standing characters, six background scenes and a number of additional props. Six mood-cards designed to support story-making. Therapeutic Story-Souvenirs to remind the child of the story they have created. Online guidelines for therapists provide prompts for using the stories and suggestions on how to use the resources. Separate guidelines for non-therapists are also provided. Additional copies of characters and souvenir cards can be downloaded and printed to personalise the work for individual children and make it a continually renewable resource. For all instructions relating to this product, as well as for access to the additional online resources, please visit www.routledge.com/cw/speechmark Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

Developing Secure Attachment Through Play offers a range of imaginative and engaging play-based activities, designed to help vulnerable young children forge safe attachments with their caregivers. The book focuses on key developmental stages that may have been missed due to challenging life circumstances, such as social-emotional development, object permanence and physical and sensory development. It also considers pertinent issues including trauma, separation, loss and transition. Chapters explore each topic from a theoretical perspective, before offering case studies that illustrate the theory in practice, and a range of activities to demonstrate the effectiveness of play in developing healthy attachments. Key features of this book include: * 80 activities that can be carried out at home or in educational settings, designed to facilitate attachment and enhance social-emotional development; * case vignettes exploring creative activities such as mirroring, construction play, physical play, baby doll play and messy play; * scripts and strategies to create a safe and respectful environment for vulnerable children; * photocopiable and downloadable resources, including early learning goals, a collection of therapeutic stories and a transition calendar By engaging children in these activities, parents, caregivers and practitioners can help the children in their care gain a sense of belonging and develop their self-esteem. This will be a valuable resource for early years practitioners, adoptive, foster and kinship parents, and therapists and social workers supporting young children.

This book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling - either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement. Nurture groups, originally devised and implemented in the 1970s, are specially designed classes that cater for pupils having difficulties in adjusting to the requirements of mainstream classrooms. Paul Cooper and Yonca Tiknaz present evidence of the success of nurture groups from the perspectives of the children participating in them, their parents and school staff members who manage nurture groups in schools, and examine what factors affect the success of the group. From this they draw key messages for effective practice, including the fundamental importance of recognising a child's emotional needs and meeting them, and the pivotal role of the relationship between the teaching staff co-ordinating the group. Nurture Groups in School and at Home will provide essential information and accessible advice for teaching professionals running nurture groups in schools and for parents and carers running them at home.

Bryna Siegel gives parents of autistic children what they need most: hope. Her first book, The World of the Autistic Child, became an instant classic, illuminating the inaccessible minds of afflicted children. Now she offers an equally insightful, thoroughly practical guide to treating the learning disabilities associated with this heartbreaking disorder.
The trouble with treating autism, Siegel writes, is that it is a spectrum disorder--a combination of a number of symptoms and causes. To one extent or another, it robs the child of social bonds, language, and intimacy--but the extent varies dramatically in each case. The key is to understand each case of autism as a discrete set of learning disabilities, each of which must be treated individually. Siegel explains how to take an inventory of a child's particular disabilities, breaks down the various kinds unique to autism, discusses our current knowledge about each, and reviews the existing strategies for treating them. There is no simple cure for this multifarious disorder, she writes; instead, an individual program, with a unique array of specific treatments, must be constructed for each child. She gives practical guidance for fashioning such a program, empowering parents to take the lead in their child's treatment. At the same time, she cautions against the proliferating, but questionable, treatments hawked to afflicted families. She knows the panic to do something, anything, to help an autistic child, and she offers parents reassurance and support as well as sensible advice, combining knowledge from experience, theory and research.
For parents, autism in a child is heartbreaking. But it need not be overwhelming. Bryna Siegeloffers a new understanding, and a practical, thoughtful approach, that will give parents new hope.

This beautifully illustrated, therapeutic picture book tells the story of Ava the Elephant. Ava lives in a house where she doesn't always feel happy and safe, but it is a house that Ava loves. One day Ava's house falls down. Ava is a very determined elephant and sets out in search of a new home. She tries many different houses on her journey, but none seem quite right; none seem stable or safe enough to her. This storybook has been written to support key adults in helping traumatised children to find a way to trust again. The story encourages children to identify with some of Ava's experience and to explore the feelings she experiences. The book helps promote discussion and reflection; and aims to reassure children that it is possible to find a 'house that won't fall down'. The resource Guide to Re-building Trust with Traumatised Children has been written to accompany the picture book, providing information, guidance and ideas for anyone supporting a traumatised child, in school or at home.

This beautifully illustrated, therapeutic picture book tells the story of Stan the Giraffe. Stan loves the sun and to feel its warmth on his long back; but one day it suddenly and unexpectedly falls from the sky and disappears from his life. Stan experiences many different and difficult emotions throughout the story, reflecting the seven stages of grief. The story aims to normalise these feelings, which for children and those around them, can be frightening. This storybook has been written to support key adults in helping bereaved children to find a way to cope, manage and make it through their grief. The resource Supporting Children through Bereavement and Loss has been written to accompany the storybook, providing information, guidance and ideas for anyone supporting a grieving child, in school or at home.

Takes autistic children step by step through such activities as using the toilet, brushing their teeth, and wearing a safety belt in the car.

A cornucopia of ideas, strategies, and concepts that will apply to virtually any situation! The authors address sensory, communication, and physical and social-emotional issues by increasing desired behaviors and decreasing unwanted behaviors. You will also learn how to build sensory diets into everyday activities; use antecedent control; teach students to self-regulate; deal with self-injurious behaviors, physical or verbal aggression, toilet training, obsessive-compulsive behavior, and fixations; deal with crisis/stress/data management, data management, and much more. Whatever problems you face, you'll find helpful solutions to them in this book. This book should be on every teacher's and parent's bookshelf. Great reference source! Helpful sections include: Impact of Autism Characteristics What Does Communication Have to do With Behavior? Sensory Issues and Behavior Social Skills and Social/Emotional Issues Structuring the Environment for Success Increasing Desired Behaviors Decreasing Unwanted Behaviors Crisis Management and Other Special Problems Discipline Procedures and Behavior Intervention Plans Stress Management

Green Chimneys is a nationally renowned US nonprofit organization that helps improve the lives of at-risk urban children by incorporating animals and environmental activities into their educational experiences. Founded by Dr. Samuel (Rollo) B. Ross, Jr., Green Chimneys Farm for Little Folk opened its doors in 1948 with just eleven students. The property has since expanded to cover nearly seven hundred fifty acres in New York, and the school now serves almost two hundred students. Recognized as a worldwide leader in animal-assisted therapy and activities, Green Chimneys provides innovative and caring services for children and their families, as well as the animals with which they spend time. It targets its services at restoring emotional well-being and fostering independence. For over sixty years, Ross developed and operated this innovative and experimental year-round school, and he still remains integrally involved. This book recounts his experiences, sharing a lifetime of practical learning and insights to benefit and inspire all those who work with troubled children, and who believe in the healing power of the natural world.

If your program is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to make sure teachers are effectively putting it into practice. Developed by highly respected creators of the Pyramid Model for classrooms enrolling children 2-5 years of age, the TPOT(TM) is an in-depth tool that measures how well teachers are implementing practices related to universal, targeted, and individualized supports. A trained administrator conducts a classroom observation and teacher interview, uncovering detailed information about the quality of 14 key teaching practices, noting red flags that indicate areas for immediate support, and observing how teachers respond to challenging behaviors. TPOT(TM) results show schools which practices are being implemented successfully--and what teachers need to focus on to ensure positive social-emotional outcomes for young children.
This package of forms includes 5 24-page forms.
TPOT(TM) helps schools:

• Support effective implementation of the proven PBIS-based Pyramid model
• Promote social-emotional competence in young children
• Implement strategies to prevent and address challenging behavior
• Compare implementation across classrooms, teachers, and programs
• Identify where teachers need extra professional development and support
• Guide coaching efforts

In an educational system founded on rigid standards and categories, students who demonstrate a very specific manifestation of intelligence flourish, while those who deviate tend to fall between the cracks. Too often, talents and interests that do not align with classroom conventions are left unrecognized and unexplored in children with extraordinary potential but little opportunity. For twice-exceptional (2e) children, who have extraordinary strengths coupled with learning difficulties, the problem is compounded by the paradoxical nature of their intellect and an unbending system, ill-equipped to cater to their unique learning needs. Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties provides cutting-edge, evidence-based approaches to creating an environment where twice-exceptional students can thrive. Viewing the 2e student as neither exclusively disabled nor exclusively gifted, but, rather, as a dynamic interaction of both, leading experts offer holistic insight into identification, social-emotional development, advocacy, and support for 2e students. With chapters focusing on special populations (including autism, dyslexia, and ADHD) as well as the intersection of race and 2e, this book highlights practical recommendations for school and social contexts. In expounding the unique challenges faced by the 2e population, Twice Exceptional makes a case for greater flexibility in our approach to education and a wider notion of what it means to be academically successful.