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X. Listening and Note-taking
A. Particularly taxing for ADHD adolescents
B. Lectures with notes are worst means to teach such students
C. School-based personnel in best position to teach note taking
D. Accommodations
1. Modifications of lecture-slow down rate of presentation, pause frequently, give students chance to write their notes, instruct students as to main points, put them on the board, give frequent summations, use verbal signaling. Seat student nearby, stand by ADHD student's desk.
2. Use of technology-audiotapes, laptop computers instead of writing, web sites
3. Scribes, note takers, copies of teacher outline
XI. General Organization
A. ADHD teen needs to learn how to organize time and space
B. Space includes physical locations such as backpack, locker, desk and room
C. Time includes the use of a calendar, a to-do list, a planner, and the ability to estimate time and prioritize tasks
D. Therapist can teach many of these skills
E. Break organizational skills into their components
F. Assess adolescent's willingness to learn these skills
G. Exercise creativity trying to make these lessons fun
H. Organizing the backpack-makes sense for highly mobile ADHD teens to make the backpack a central organizational focus.
1. The big dump-have teen dump out backpack
2. Coach teen to better organize it
3. Teach principle of "Act on paper now, file it, or trash it."
4. Go over organization of notebook-sections, folders, etc.
5. Develop regular schedule of backpack dumps
XII. Time Management
A. Teach time management by breaking down the skills into component parts and use modeling, instructions, rehearsal, and feedback.
B. Components include:
1. Planning and following a daily schedule
2. Daily "To Do" list
3. Tracking long-term events, commitments, and plans with calendars
4. Estimating time needed to complete various tasks
5. Using watch or clock to track time on tasks
XIII. Home School Report Systems
A. Common, effective motivation system
B. Attention to detail crucial to success of home school reports
C. Factors which enhance their effectiveness
1. State target behaviors positively
2. Include academic and behavioral targets when appropriate
3. Small number of target behaviors
4. Quantitative and qualitative feedback
5. Involve adolescents in selecting rewards
6. Have back-up plan when teen doesn't bring it home
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