SuccessSchoolat

For Children with ADHD and Learning Disabilities

LIVING WELL WITH ATTENTION DEFICITADDITUDE

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scientific advisory board

ChAIRMAN: Larry Silver, M.D.

Georgetown University Medical School

Washington, DCRussell Barkley, Ph.D.Medical University of

South Carolina Charleston, SC

Carol Brady, Ph.D.Baylor College of Medicine

Houston, TXThomas E. Brown, Ph.D.

Yale University School of Medicine

New Haven, CTWilliam Dodson, M.D.

ADHD Treatment CenterDenver, CO

Edward M. Hallowell, M.D.The Hallowell Center

Sudbury, MA

Peter Jaksa, Ph.D.ADD Centers of

AmericaChicago, IL

Peter Jensen, M.D.Columbia University College of Physicians and Surgeons

New York, NYHarold Koplewicz, M.D.

New York University Medical School

New York, NYMichele Novotni, Ph.D.

Wayne Counseling CenterWayne, PA

Patricia Quinn, M.D.National Center for Gender

Issues and AD/HDWashington, DC

Timothy Wilens, M.D.Harvard Medical School

Boston, MA

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FOUNdER: Ellen Kingsley (1951-2007)

EdITOR IN ChIEF: Susan CaughmanEdITOR: Wayne Kalyn

staff CONSULTING CREATIvE dIRECTOR: Susan Dazzo

CONSULTING ART dIRECTOR: Ron Anteroinen

MANAGING EdITOR: Eve Gilman

COpy EdITOR: Gene Jones

wEb CONSULTANT: Anni Rodgers

AdvERTISING: Anne Mazza

CIRCULATION: Susan Sidler

CONTRIbUTING EdITORS:

Carol Brady, Ph.D., and John Taylor, Ph.D. (Children)

Edward M. Hallowell, M.D. (Life)

Sandy Maynard, M.S. (Coaching)

Michele Novotni, Ph.D. (Adults)

Larry Silver, M.D. (Health)

Karen Sunderhaft (Education)

OFFICE MANAGER: Marie Kiernan

AdditudeMag.com

A trusted source of advice and information for families touched by attention-deficit disorder—and a voice of inspiration to help people

with ADHD find success at home, at school, and on the job.

Success at School1 Ready, Set, Go!

Every step you take now—before classes begin—will bring you closer to a stress-free start of the school year.

2 10 Conversations to Have at the Start of the YearHow to talk to your child, your teacher,your doctor, other parents, your family—and yourself.

4 Advocating for Your ChildWrite a letter to your child’s teacher tostart the year off right. See our samplefor some ideas, then create your own.

5 Setting Up a School-Day DoseWhat you need to know if your childtakes ADHD medication at school orfor an after-school program.

6 Reading Strategies ThatGrow with Your ChildGrade-by-grade tips to help kidsimprove reading skills.

9 Social Skills 101How kids can practice good behavior—outside the classroom.

10 Writing Like a Big-Screen ProHollywood-inspired tips to help yourteen improve his next essay.

11 Guiding Good BehaviorA seasoned first-grade teacher sharesthe strategies that work for her.

12 Homework Without Tears12 ways to make assignments a lessstressful part of the daily game plan.

14 Back-to-School ResourcesOur short list of the books, software,and websites that can help your childachieve success at school.

Welcome to the latest edition of ADDitude’s Back-to-Schoolhandbook. We hope you had a great summer and are lookingforward to the school year ahead.

September can be fraught with anxiety as you ready yourself andyour child for the next nine months of school. But it is also a time ofbeginnings. You and your child want this to be the best year yet—and itcan be. To help you start the school year right, we’ve talked to parents,teachers, and other professionals and asked: What’s your best advice?

From Susan Schwartz, of the Child Mind Institute, we learned howto build your child’s reading skills—whether he’s six or 16. Becausehomework can be such a headache for families with ADD, we’ve foundgood advice in Quirky Kids, by Drs. Perri Klass and Eileen Costello, onturning it into a manageable task. And we didn’t forget the social skillskids need. See Dr. Carol Brady’s piece on recess. Rounding off this sec-tion are tips for teachers and resources for you.

You are part of our ADDitude community, and wewant your tips and ideas, triumphs and concernsabout school—and any other topics. Write to usat letters@ADDitudeMag.com—we wantto hear from you!

All the best,The Editors

CONTENTS

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Review your child’s IEP or 504 Plan. Just as our kids master new skills and face new challengeseach year, the accommodations they receive from school will need to grow with them. Read your child’s cur-rent IEP or 504 Plan. Consider which goals have been met and which areas remain trouble spots. Then,schedule a team meeting before the start of the school year. Bring copies of all educational assessments,report cards, notes from the teacher, even individual tests and homework assignments—anything that willillustrate your child’s current achievement level. Discuss the goals you’ll focus on this year, the strategiesthat worked last year, and the ones that didn’t.

Organize school systems together. Visit an office-supply store and check out the materials youcan use to organize papers, supplies, and time. Choose systems that will be easy enough for your child tomanage independently at school and at home. Agree to experiment to find the right fit.

Stock up on school supplies. Assume that your child will eventually need poster board or a protrac-tor, buy lots of needs now, and store them where you can easily find them later. To get a sense of the projectsyour child will need supplies for, talk with the parent of a child who’s one grade ahead of yours.

Consider this year’s after-school activities. Would your child ben-efit from more physical activity? Consider sports or dance. Does he need topractice focusing and recalling information? Why not join a chess club? Tryto build on his routines with activities that will enhance his strengths andprovide opportunities for working on tasks he finds challenging.

Find a tutor or homework helper. If you feel that your child mightbenefit from help, find one now. Test-drive several candidates for personali-ty and skill. Don’t choose a tutor who encourages dependence in your child. The goal is to give your child ways to meet challenges on his own.

Make a calendar. Being able to foresee deadlines gives children a senseof control over their lives. Start by having a conversation with your childabout daily, weekly, and monthly schedules. Agree on predictable routines,school, extracurricular and social activities, and other events that you andyour child would like to pursue. The more input he has about his time-management plan, the more likely he will follow through.

Review medication. Was your child off medication during the sum-mer break? If so, you may want to restart it a week or two before schoolbegins. Ask your doctor.

Set goals together. Sit down with your child and brainstorm whathe might achieve in the next school year. Focus on strengths, as well as onareas that need improvement. Make the goals attainable. Meeting goalsempowers children and enables them to meet tougher challenges later.

JENNIFER JONES, PH.D., is the CEO and founder of LearnGarden (learngarden.com) and the author of The Three P’s of Parenting: Advice for a Lifetime (Teachers College Press).

Ready, Set, Go!Every step you take this summer—before classesbegin—will bring you closer to a stress-free startof the school year. B Y J E N N I F E R J O N E S , P H . D .

Success at School

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Success at School

1Talk with your child, andaccentuate the positive.If your child has ADD, she may

have low self-esteem. To succeed inschool, she must not only adhere toacademic and behavioral standards,she must believe in herself. Educateyour child about her condition andpresent the upside of it. For example,ADD often correlates with traits suchas creativity. As she meets new facesand new challenges at school, help herremember that she is a valuable mem-ber of her classroom community—inspite of, or because of, her difference.

2Ask your child abouthis friends. He may needyour help in identifying class-

mates with whom he could developconstructive friendships. During thefirst weeks of school, ask your child todescribe his classmates, and listen forclues about personalities that mightcomplement his own. Children withADD tend to form quick alliances withchildren they find exciting or interest-ing. Encourage your child to get toknow the self-contained and studiouskids, who might admire his imagina-tion or boldness and who might be acalming influence.

3Help your child learn toappre ciate the teacher.Your child may feel that teach-

ers are the enemy. Help her find some-thing to appreciate about her teacher.My son and I developed a theory abouthis fifth-grade teacher; we credited herability to be understanding to her expe-rience as a parent. My son has appreci-ated other teachers for their taste inmusic or movies. Children should havea sense of teachers as humans, notmerely as authorities. When your childthinks, “She’s strict, but she’s cool,”what she means is, “We can worktogether.”

4Talk with theteacher. Havea conversation with

your child’s teacher dur-ing the first week ofschool. Without com-ing off as pushy,clarify the specificsof your child’ssituation. Make sure sheknows about yourchild’s IEP or 504 Plan,if there’s one in place.Any mandated servicesor accommodationsshould begin immedi-ately, and the classroomteacher is the one whocan make sure thathappens.

10 Conversations to Have at the Start of the YearTo make the most of the coming school year, talk to your child, your teacher, your doctor, other parents, your family—and yourself. B Y A N N I E S O F I E L D R E E D

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Success at School

5Have asecond conversationwith the teacher. About

a month into the school year, askfor a second meeting (if the teacherhasn’t called for one sooner).Don’t wait until parent-teacherconferences to get her take onhow things are going. The earlieryou are aware of the teacher’s per-spective, the sooner you and yourchild can avoid scenarios that inter-fere with learning. Keep communi-cation open. Many teachers prefere-mail as a way to share information.

6Talk with yourchild’s doctor.If your child is taking

medication, or if you are con-sidering a trial of ADHD medi-

cine, have a conversation withthe prescribing doctor in late

summer and make a plan for thebeginning of school. If this is the first

time your child will be taking medica-tion, you may want to start soon after

this appointment, so you’ll be able tofine-tune the dose and timing beforeclasses begin. If your child has taken

medication before, he can resumeshortly before school starts.

7Have a second conver-sation with the doctor.After a few weeks of school, you

should have another conversation withyour child’s psychiatrist or prescribingdoctor. In this conversation, perhapsheld over the phone, you and the doc-tor can review the information you getfrom your child, his teacher, and yourown observations to decide if the cur-rent course of medication is right.

10Talk withyourself (andyour spouse).

Alone, or with your spouse,review what you’ve learned

about your child in the lastyear. What helped himtoward success in the previ-ous grade? What made suc-cess difficult? As your childgrows, your knowledge of

him grows. Maybe an old ideaneeds revision. Keep a current,

holistic, and detailed impressionof your child in mind as you moveforward. Know that you may face

some new challenges this year, butempower yourself as the expert onyour child and trust that you’llmake the right decisions.

9 Talk with your family.Have conversations witheveryone in your family.

Such talks can, of course, occur atany point, but the start of the schoolyear is a good time to review cer-tain understandings. ADHDaffects your family dynamics.Your child may not be the onlyperson in the family with ADD.Share your experiences witheach other. Have your childdescribe to his relatives whatADD feels like. Ask him to telleveryone what kind of supportis helpful. Have family memberstalk about what their challengesare and what support they need. Ifeveryone puts their heads togeth-er, positive things develop.

8Talk with other parents.The new school year brings newchances to talk with other par-

ents at drop-off and pick-up, playdates,back-to-school night, and other events.How much should you say about yourchild’s diagnosis? This is a personalchoice, which you might base on yourease in discussing such matters, yourchild’s wishes, and your sense of howthe information might be received.Based on personal experience, I advo-cate disclosure without shame. I findthat other parents are generally sup-portive. If you share your struggles, youare inviting other parents to share withyou—and to lean on you, as well. Ifyour child knows that you believe inspeaking openly, he is less likely to feelthat he is bearing a shameful secret.

ANNIE SOFIELD REED is a psychotherapist and a mother in New York City.

3

To Zachary’s Teachers:

Zachary Klein will be in your class this year. Over the years, we have found it helpful to give teachers some back-

ground about him, in addition to the IEP in his file. This often ensures a successful beginning to the school year.

Zach has ADHD. He is on medication, but it doesn’t change who he is, and it is more effective at helping him

focus than at controlling his behavior. Zach has a great sense of humor, and tapping into this early in the year usually

works well. Zach takes criticism personally and hates being yelled at. He won’t always let you know it, but he worries

and is very sensitive. He might act cool and tough, but, if he has had a bad day, he falls apart when he gets home.

Zach is excited about the new year. He wants to settle down and “be mature and responsible.” He says this at the

beginning of every year, but he can’t always succeed. Last school year was a difficult one, and Zach’s self-esteem is

pretty beat up.

We have attached a list of things that have worked in some situations:

We welcome any ideas you have to keep Zach engaged in school, while boosting his self-esteem and helping him

succeed. Please contact us at any time by phone or by e-mail. We have flexible schedules and are able to meet whenev-

er it is convenient for you. We look forward to working with you in the upcoming year.

Sincerely,

Zach’s Parents

1. Pr a ise . Zach responds to praise. When he receives

positive reinforcement, his anxiety decreases, and he

can better stay on task. It is best, when possible, to

talk to Zach about misbehavior in private.

2. Fl a sh Pass. In the past, teachers have given Zach

a “flash pass,” so he can leave the room when he

needs a break. He doesn’t use it often, but knowing

that he can helps him control anxiety. He may get up

from time to time to get a tissue or sharpen a pencil,

and this helps him settle down for the rest of the

class. He gets anxious, almost to the point of claustro-

phobia, when he is in the same setting for too long.

3. Quie t sPace . Zach has difficulty focusing for long

periods of time on tests and when reading. During

these extended periods, you might move him to a qui-

eter, private space, such as a teacher’s office or the

hallway.

4. enl a r g ed mat h Pr ob l ems. Zach has trouble

with taking math tests. He does better when tests are

enlarged, so that one or two problems are on each

page. He sometimes folds his math paper into quar-

ters, with only one problem on each quarter, to help

himself focus.

5. l imit ed in-c l a ss r e ad ing . It is nearly impossi-

ble for Zach to read in class for any extended period of

time. It is best to send reading assignments home,

where reading can be done quietly.

6. schedul ing For d iFFicul t c l a sse s. If possi-

ble, Zach’s hardest classes should be scheduled in the

morning hours. Concentration becomes more difficult

for him as the day progresses. Teachers in his later

classes should be made aware of this.

7. l eniency For l a t eness. Unless he’s given

plenty of reminders, Zach’s disorganization inhibits

his ability to hand work in on time. While we strive

to meet deadlines, we’d appreciate leniency for late

assignments.

Advocating for Your ChildWrite a letter to your child’s teacher to start the year off right. Here’s oneparent’s letter, which may give you some ideas for creating your own.

Success at School

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Arranging for your child to receivemedication at school or for an after-schoolprogram is a two-step process. You and theprescribing physician must complete amedication authorization form. Then, thedoctor will write a prescription that pro-vides specific instructions for labeling thepill bottle and dosing.

The Form: Before the new school yearbegins, go to the school’s front office orhealth room and ask for a medicationauthorization form. Schools cannot givethis form out without a request from a par-ent or guardian, because they aren’t per-mitted to recommend medication. Privateschools may have their own form or mayaccept a form from a public school. After-school programs usually will accept thepublic school form.

Most forms have three parts. Part one,to be filled out and signed by the parent,authorizes the school nurse or aide to giveyour child medication. Part two is com -pleted and signed by the physician. It askshim to provide information on the diagno-sis, medication, time and dosage to be dis-pensed, and possible side effects. Partthree is the school’s approval of the formand is completed by an administrator.

This is an official form, so you cannot

create your own, but theytypically look like the oneat right.

The Prescription: It’sunnecessary for yourdoctor to write prescrip-tions for both home andschool. But he will needto instruct the pharma-cist to label a separatebottle for school use,with specific instruc-tions for this setting. A sample prescriptionmight look like the one below.

The Follow-Up: When youdrop off the bottle and the com-pleted form at school, take sometime to talk with the nurse andyour child’s teacher. Ask them toalert you if they notice sideeffects or if your child misses adose, and to inform you about themedication’s effectiveness.

Working as a team will ensurethat your child’s ADHD is treatedappropriately throughout theschool day.

LARRY SILVER, M.D., senior medical advisor to ADDitude, isa child and adolescent psychiatrist in Washington, D.C.

I f your child takes medication as part of his ADHDtreatment, he’ll likely need a dose during theschool day. Although ADHD medication is avail-

able in extended-release forms that cover a full day,many children do best with a short-acting tablet in themorning and another in the afternoon, ensuring anappetite for lunch. A child who takes an extended-release capsule in the morning may need a short-acting afternoon dose to cover time spent in an after-school program.

MEDICATION AUTHORIZATIONPART I: Parent or Guardian to completeI hereby request (name of school or school system) to administer medication as directed by this

authorization. I agree to release, indemnify, and hold harmless (name of school system) and any of

their officers, staff members, or agents from lawsuits, claim, expense, demand, or action against them

for assisting this student with medication.

Student Name: ___________________________________ Date of Birth: _________________

School: _____________________________________________________________________________Parent or Guardian’s Name: ___________________________ Contact Number: ______________

Signature: _______________________________________________ Date: _________________PART II: Physician must complete and sign for each medicationDiagnosis:

Medication:

Dosage to be given at school: Time(s) to be given:Possible Side Effects:

Effective Dates: From ____ To ____

Signature: _______________________________________________ Date: __________________(Some forms request parent’s signature in this section, as well.)PART III: Principal or Principal Designee

Request is: Approved ____ Disapproved ____

Medication is appropriately labeled: Yes ____ No ____Signature: _______________________________________________ Date: __________________

David P. Smith, M.D.

Name: John Williams

Address: 111 Elm Street, Main City, USA Date: August 1, 2010

Methylphenidate 10 mg Place #20 in bottle

Label: School Use

#90One Tablet at Noon

Place #70 in bottle

Label: Home Use

One Tablet 3 times a day

(Signed)

Setting Up a School-Day DoseB Y L A R R Y B . S I L V E R , M . D .

Success at School

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Preview reading materials.Direct your child’s attention to the cover,the title of the book, and the illustrations.Teach her to use these visual clues as shereads. Ask, “What do you think the book isabout?” This will help your child put thewords into context.

Read together. Have your childread some of the book by himself, thentake turns reading aloud and listening toeach other. If he stumbles on a word, say itfor him, rather than insist that he struggleto decode it. If he wants to sound out theword, let him. If he needs correction, say,“The word is house, but your guessinghome makes sense,” or “The word is house,but your guessing horse shows that youknow the ‘h’ and the ‘s’ sounds.” In otherwords, compliment his strategy, ratherthan demean his ability.

Review the ideas. Every few pages,ask pertinent questions: “Who is thisstory mainly about? What happened first?What happened next? How do you thinkthis story will end?” These help kids putall the pieces together when reading.

Play word games. Dedicate eachday or each week to mastering a specificphoneme, or word sound. For instance,find 10 things in your house that containthe “kuh” sound—his coat, backpack,clock, or kitten. Serve carrots, cucumbers,and milk for dinner. Find the kings andjacks in a pack of cards. Make it fun.

Know your child’s strengthsand weaknesses. Some kids withattention problems need help decodingwritten words. Others find reading wordseasy but struggle to understand the mean-ing of what they read. Ask your child’steacher where he needs help. If it’s decod-ing, incorporate letter-sound activitiesinto your child’s day. If content is theproblem, help your child recognize storylines. Watching short films or readingcomic books might help him to under-stand the concepts of plot, characters, andsequence.

Build vocabulary. Talk with yourchild about anything that interests him, anduse a mature vocabulary. Read to him forpleasure, from books that are beyond hiscapability but within his interest. The richerthe verbal environment, the less likely hewill be stumped by unfamiliar words inrequired reading.

Get help. Consider having your child work with a mentor, coach, or learning specialist to boost his reading skills.

Early YearsFor grades one through three, the object of most reading assignments is to build readingskills. You can help with the necessary practice and offer support.

Reading Strategies That Grow with Your ChildB Y S U S A N J . S C H W A R T Z , M . E D .

Success at School

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Tips for Reading FictionThere are two reasons that teachers assign fiction. One is to help studentsunderstand genre—to recognize science fiction or a type of poetry, forinstance. The other is to write or talk about what a student has read, by ana-lyzing a poem or producing a book report.

Know the assignment. Be sure your child understands what kind ofwritten or oral task will follow a particular reading assignment, so that she

can focus her reading to that end. For example, if she must write a bookreport, identify the type of report she has to write. Ask, “Will yourreport be a retelling of the story, or will you be analyzing the charac-

ters?” Suggest that she keep notes that will help her compose herreport. If the purpose of the assignment is to compare two poems,remind her to look for common themes as she reads.

Work as you go. Don’t leave the gathering of informationuntil the end of a long reading assignment. Before he reads a work offiction, for example, have your child write WHO or MC (main char-acter), WHERE/WHEN (setting), P (problem), and S (solution) on

sticky notes. As your child reads, have him list on each note the pagesthat identify the introduction of a main character, the setting, a con-

flict or problem the character faces, and the solution to the con-flict. Then ask him, “What did you read that taught you some-

thing new about the main character or the problem in the story?

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Grades Three and UpBy grade three—and through graduate school—the object of academic readingmoves from learning to read to reading to learn. Most reading assignments are fol-lowed by writing assignments, or tests, to assess what the reader has learned.

Remind your child to review the purpose of each reading assignment beforeshe begins to read. Then share these strategies for fiction and non-fiction reading.

continued on page 8

What did another character say or do that gave you informationor insight about the main character? How is the setting or timethat the story takes place like our hometown? Is there a characteryou have read about in the past who faced the same challenges asthis main character?”

Use alternate formats. Allow your child to followalong with books on tape or let him substitute alternate

chapters from a novel with CliffsNotes or other abridgedmaterial, rather than to struggle with every readingassignment.

Tips for Reading Non-fictionScience and social studies textbooks require different

reading strategies than those used for fiction. As your childbegins a chapter or section of a textbook, point out the title

and any boldfaced subheadings. These let him know what themain topics and main ideas will be. Then ask him to form aquestion that the subsequent paragraphs might answer.Prepare a mindset for reading each section. After reading eachsection, have your child summarize some of the details helearned that might support the main ideas. He will then start

to answer the questions he formulated. If the assignment is to read a chapter in a textbook and to

answer questions at the end of the chapter or on a worksheet,have her read the questions first, so that she knows what to lookfor as she reads.

Take Time to PlanMany students underestimate how much time and effort areneeded for a particular task. Break assignments into manage-able pieces. If your child has a book report due, she shouldmark in her planner how much she needs to read each night,when she should write an outline, and when the first draft isdue. A 200-page book isn’t daunting if she sees that she needs

to read only 20 pages a night for 10 nights.Even daily reading assignments can be broken into smaller

steps: First, scan the chapter, then write down the questions atthe end of the chapter. Leave space to write the answers, thenread the chapter, and answer the homework questions as you go.

If reading homework is a challenge for your child, suggestthat he alternate reading assignments with math worksheets orother non-reading work.

SUSAN J. SCHWARTZ, M.A. ED., is senior director of the Learning and Diagnostics Center atChild Mind Institute. She was formerly clinical director at the NYU Child Study Center inNew York City. To learn more, log on to childmindinstitute.com.

Success at School

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Role-playing works with almost anychild who is old enough to talk. It’s espe -cially good for teaching children how todeal with teasing—a problem familiar tomany kids with ADD.

Consider the case of nine-year-oldJesse, a boy I recently treated. Jesse’s par-ents sought my help because he overreactedto playful (but hurtful) banter that came hisway during recess. On one occasion, afterJesse did something silly, a playmatelaughed and called him a “turkey head.”Enraged, Jesse shoved the boy and burstinto tears.

Jesse acknowledged the shoving, butsaid to me, “He started it!” He felt it was theother boy who needed to change. Iexplained to Jesse that he couldn’t alwayscontrol what other people did, but that healways had a choice of how to react. “You’rethe boss of yourself,” I told him. This ideaempowered him.

Talking things over comforted Jesse,and I decided that role-playing might helphim avoid future incidents. Here are the

steps we used successfully that you mighttry with your child:

Define the problem. Talk things overuntil you understand the exact nature of theproblem your child’s facing. Jesse’s problemwas that he felt angry and sad when kidscalled him names and couldn’t stop himselffrom lashing out physically.

Acknowledge bad feelings. Let yourchild know that it’s normal to be upset byteasing. Jesse’s parents and I made sure thathe understood this—and that it was not OKfor other children to pick on him.

Discuss alternative ways to respond.Explain to your child that there are manyways to respond to teasing, some good andsome not so good. Shoving the teaser was abad choice. Jesse and I explored betteroptions, including walking away and saying,“I don’t care,” over and over, until the teasergot bored. Ultimately, Jesse decided he’dsimply say, “Please stop it.” He decided that

this direct statement would give him a senseof control over the situation.

Reenact the situation. Once you’vearmed your child with socially acceptableways to respond, let him play the role of thechild being teased while you play the teaser.Then switch roles, varying the “script” toexplore the different ways in which the sce-nario could play out.

Celebrate success. If your child comeshome announcing that he used the lessonslearned in role-playing, congratulate him.Give him a high-five, and tell him how proudyou are—even if he didn’t do everything youpracticed. This is not the time to nitpick.

Role-playing didn’t help Jesse rightaway. But one day, a few weeks after webegan our sessions, he was beaming whenhe came into my office. Once again, a play-mate had teased him, but this time Jessehadn’t struck back. “I told him I didn’t carewhat he thought,” Jesse explained.

Over time, as we continued our ses-sions, Jesse got even better at controllinghis behavior on the playground. Other chil-dren accepted him as one of the gang, andthat made him feel good about himself.

CAROL BRADY, PH.D., is a child psychologist in private practice in Houston.

Recess, lunch time, and class trips are the perfect time-outs for some kids with ADD. For others, socializingoutside the structure of the classroom poses problems.

If your child has trouble getting along with others, role-playingcan help him develop some playground savvy.

Social Skills 101Practicing good playground behavior. B Y C A R O L B R A D Y, P H . D .

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ACT #1 Planning. As you begin towrite, pretend you are directing a movie.Think of the opening scene and how itneeds to grab your viewers’ attention.Imagine what your movie is about andwhere it’s heading within the first fiveminutes. That’s what the first paragraphof your essay should be like. Use a strongthesis statement to spell out your keypoints, where the paper’s heading, andhow it’s going to get there.

ACT #2 Writing Your Draft. Areyou good at brainstorming, but slow at put-ting pen to paper? Pretend you’re trying topitch your movie at a meeting of produc-ers—the guys who will decide whetheryour idea is worth paying for. Grab a voice-recorder and talk through your thoughts.Don’t forget to mention the most impor-tant and exciting points. Do you need to bemore visual? Grab a dry-erase board andcolored markers, and draw out your ideas.Do you have enough information to answerthe producers’ questions? If not, thinkthrough your story a bit more.

All right, you’ve got a great start. Now,pick your three strongest points, and turneach one into a paragraph. Think of each

paragraph as an act in your screen-play. What are the plot twists thatwill keep your audience on theedge of its seat? At the beginningof each paragraph, pull in yourviewers with a strong opener, thengive ’em the details in anotherfour to 10 sentences. Finally, wrapit up with a punchy ending sen-tence. A conclusion reviewskey points, creativelyrestates the thesis, andfinishes with an inven-tive yet to-the-point finalstatement. In other words, give your audi-ence something to think about.

ACT #3 Editing. A good movie isn’tchoppy. Remember to keep your paperflowing, from sentence to sentence andparagraph to paragraph. Keep asking your-self three key questions: 1. Does this sen-tence tie in to the last one? Does this para-graph flow logically from the previousparagraph? 2. Does each sentence enrichthe main point of the paragraph? 3. Does itspeak to the thesis statement and supportyour main idea?

Be careful not to let your creativity

lead you into sub-plots that detractfrom your main story.Stay on subject andlead the reader for-ward.

Instead of justproofreading, sculpt amasterpiece. Rereadand rewrite each sen-tence. Strive for brevity,

proper grammar, andcorrect spelling. Use

strong verbs and avoidslang words. Instead of

having your character run, maybe he couldbolt, scurry, or zoom from one action to the next.

Don’t forget to call on your assis-tants—your computer’s built-in spell- andgrammar-check programs. When indoubt, get assistance from a tutor, teacher,or school librarian.

It’s a WrapNow do what Hollywood types do whenthey’ve finished their work—celebrate!

MICHAEL SANDLER is an ADD coach in Boulder, Colorado,and the author of Conquering College with ADD(Sourcebooks).

To write a five-paragraph essay, pretend you are abig-budget movie director. If you’re like most teens,you love a good movie—the kind that keeps your

attention with its strong plot, fully developed characters,and a story line that pulls together all the essential details tocreate a great ending. You can use some Hollywood thinkingwhen you write your next school paper.

Writing Like a Big-Screen ProIf your middle- or high-school student has troublewith writing, he may just need some direction.Share these Hollywood-inspired tips with yourteen. B Y M I C H A E L S A N D L E R

Success at School

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Avoid humiliating children. It’s easyto call out the names of children withproblematic behaviors. “Jack, don’t dothat!” “Gracie, don’t touch that!” But notonly does the rest of the class tire of hear-ing these refrains, it’s terrible for themorale of the child who may not be able tocontrol his constant movement.1. Choose seating wisely. Have thedynamo sit near the teacher or other adult.That way, the teacher can whisper, ratherthan broadcast reminders,about behavior.

2. Agree on signals. Work together withthe child on some non-verbal signals. Forexample, one child in my class was con-stantly tapping the floor or poking otherchildren. He and I had decided that, whenI looked directly at him and patted myknees, he would put his hands on his lap.

Plan for smooth transitions. Forsome children, transitions from one acti -vity to another, or from the classroom to

the lunchroom, are difficult times.1. Review expectations. Beforeevery transition, I give a signal andreview what is expected. I mightsay, “We are finished with writingworkshop. You will put your writ-ing folders in the box.” When thatis completed, I’ll say, “You willbring your reading journal and apencil to story circle.” When chil-dren know exactly what is expect-ed of them, it is much easier todeve lop and follow that pattern ofbehavior.

2. Assign special jobs. If a child has trou-ble with a task, such as getting his coatfrom the closet and waiting in line to go tolunch, I give him a special job while therest of the class is getting ready. I will sayquietly, “Braydon, hurry and get your jack-et, then sharpen these pencils.” Braydon isdelighted to use our electric sharpener,and he knows he’s making a contributionthat actually helps our class.3. Stay close. My students choose newline partners each month. I determinewhich pairs of kids are toward the front ofthe line. A child who has difficulty withbehavior will walk closer to me. In somecases, a child will be my partner. Thischanges as a child’s behavior improves.

PAULA ROGOVIN, the author of Why Can’t You Behave?The Teacher’s Guide to Creative Classroom Management,K-3 (Heinemann), teaches first grade at Manhattan NewSchool in New York City.

In my 35 years of teaching first-graders, I’ve found that chil-dren with the most challenging behaviors are sometimesthe most fascinating, the most knowledgeable, and the

deepest thinkers. They might go unappreciated—unless teach-ers look for their positive qualities while helping them improvetheir behavior. Here are some things that have worked for me.

Empowering childrenFrom day one I say, “Be in charge ofyour own behavior,” because I want thestudents to internalize the rules and tobe responsible for monitoring them-selves. One way to achieve this is to askthe kids to formulate some of the class-room rules. Sometimes I’ll say, “Wow,you took away my job. Now, you’re incharge of getting your journal and sit-ting in your place at story circle.”

Guiding Good Behavior: Tips from a Seasoned TeacherB Y P A U L A R O G O V I N

A hands-on curriculumThe more engaged children are, the better their behavior will be. A hands-oncurriculum is essential. I ask my students what they want to learn. Theymight want to learn about racecars, a local construction site, zebras, and soon. We build the social studies curriculum on their interests, with lots of tripsaround the neighborhood.

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After a long day at school, home-work can be tough for kids withattentional issues or learningdisabilities—and for their par-

ents, too. Here are strategies for wrappingup assignments:

1Start a homework group. Invite oneor two kids from your child’s class to

come over and do a little homework togeth-er. This can be an effective way to get a lookat other children’s studying strategies, andthe chance to play for a while when home-work is done is a strong incentive to do thework more efficiently.

2Consider your child’sdaily rhythms. Most children domuch better if they do their homeworkrelatively early in the day—maybe notimmediately upon coming home fromschool but certainly before supper.(Everyone deserves a break, and our kids,in particular, may need a chance for somephysical activity before they have to sitdown again.) Some quirky kids are notori-ously early risers, and that can be a terrifictime to get homework done.

3Have a plan of attack. Sit down andstrategize the day’s homework with

your child: How much has to be done? Whatlooks easy? What looks hard?

4Have a specific place to do the work.How can you minimize distractions?

How available do you, or some other super-vising adult, need to be? You may want to setup a dedicated homework location. If yourchild’s room is the place most full of possibledistractions, the best spot might be someboring adult setting: a little desk in the livingroom or some space at the kitchen table.

5Reward accomplishments.We are big believers in

small, tangible rewards forsmall, tangible accomplish-ments. Finish your worksheet,and you’ll get a cookie. Finish allyour homework, and we’ll go to theplayground for 15 minutes before dinner.With the assignments your child reallyhates, there’s nothing wrong with offering agrape or a gold star for every single successful-

ly completed sentence on theworksheet or math

problem on thelist.

6Don’t overschedule. If you fillup every afternoon with sports, thera-py sessions, and other activities, thenhomework will have to wait until later, andthat may be hard. How about moving someof these activities to the weekend? Howabout getting your child accustomed tobringing his homework along if you knowthere’s usually a wait in the physical thera-pist’s office? Some schools send home aweekly packet of assignments due onFriday, or the following Monday. This allowsfor more flexibility in planning, and the final

product is more likely to be relatively neatand well thought out.

7Plan for supervision. Think abouthomework supervision as you make

your child-care arrangements. If you have ababysitter overseeing some of these after-school hours, give her clear instructions forhelping with homework, and make sure sheunderstands that, if possible, it needs to bedone by dinnertime. If your child spends

Homework Without Tears

DINNER

HOMEWORK

AFTER-SCHOOLPLAYDATE

12ways to make homework a less stressful part of the daily game plan.B Y P E R R I K L A S S , M . D . , A N D E I L E E N C O S T E L L O , M . D .

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time in an after-school program, is theresome provision for homework? Many ofthese programs offer a supervised home-work room, where kids can work in peaceand get help if they need it.

8Organize. For many quirky kids, justkeeping track of papers is a big task.

When an assignment is given at school,your child should know exactly where toput the paper so she’ll be sure to bring ithome. After homework is done, she shouldpack it in whatever special folder or back-pack is going back to school the next day.The parent who picks up and drops off thechild at school may need to double-checkto see that assignments or completedhomework has been packed. No matterhow carefully you plan, every parent has, atsome time or another, driven madly backacross town one morning with the forgot-ten, left-at-home important assignment inhand. You just don’t want to have to do itevery day.

9Check in with the teacher. If theassignments are not always clearly indi-

cated, or if your child has trouble figuringout exactly what is expected, you shouldeither check in with the teacher on a regularbasis or establish a connection with anotherparent who seems relatively clued-in, sothat you can, in a pinch, call for advice and

instructions. Some teachers are available bye-mail, and some even post homeworkassignments on a website.

10Bend the rules. By far ourfavorite homework activity for

young children is reading—reading togeth-er, letting the child read to the parent, and,

of course, letting the parent read tothe child. If your child’s worn

out by the evening,take over more of

the read-

i n gand let herenjoy the pleasantone-on-one contact. We’d liketo express the hope that homework readingprograms will recognize the pleasures andcomforts of reading aloud and will allowchildren to select books that interest them.If you find yourself with a homework read-ing program that is taking all the fun out ofit, you may need to make some discreetalterations at home—with or without noti-fying the school.

11Use tools to plan. Help older chil-dren plan their time—not just for

any one evening’s work but for the bigger,longer-term assignments. Some quirkychildren are unable to understand how tobreak these down into manageable steps,so a chart, a checklist, or a calendar, withseparate due dates for each task, can bereally helpful.

12Remember the power of praise.Try to make homework a period

that is associated with a certain

amount of praise, with some physical com-fort, and even the occasional treat. It won’tmake your child love worksheets, but it maystart to seem like a familiar, relatively pleas-ant interlude in the day—or at least, like adoable assignment.

Adapted from Quirky Kids (Ballantine), by PERRI KLASS, M.D.,and EILEEN COSTELLO, M.D. Reprinted with permission.

Is homework worthwhile?If it seems to you that some of your child’s assignments are not particularly valuable,bring this up with the school. We have seen children sent home with assignments thatseemed, quite frankly, completely useless: coloring in pictures of Disney characters,copying words over and over in different colors. These jobs may be reasonably easyand entertaining for some kids, but if they’re just creating frustrating busywork, youneed to meet with the teacher and try to negotiate an exemption. No one ever suf-fered major consequences in later life from not coloring in a drawing of Minnie Mouse.

BEDTIME PREP

HOMEWORK

SLEEP

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Back-to-School ResourcesLog on to ADDitudeMag.com/school to find advice on working with teachers, helping with homework, and setting up your child to achieve success at school.

Quirky Kids, by Perri Klass, M.D., and EileenCostello, M.D. (Ballantine). Two pediatriciansprovide expert guidance and illuminate theconfusing list of terms often applied to quirkychildren—from Asperger’s syndrome and non-verbal LD to OCD and SID.

A Mind at a Time, by Mel Levine, M.D.(Simon & Schuster). An expert in the field ofchild development and learning describes thecomplex workings of the brain, and offers par-ents and teachers insights for helping childrenwho struggle in school.

Wrightslaw by Pamela Wright and PeteWright (Harbor House Law). Widely regardedas the definitive manual for all parents of kidswith ADHD/LD, this book removes the guess-work from the special-ed system. Read itbefore your next IEP or 504 Plan meeting.

Learning Outside the Lines, by JonathanMooney and David Cole (Fireside). With adviceon “cramming like a pro” and skimming forcomprehension, this tell-it-like-it-is guide is amust for any high school or college studentwith ADHD or LD.

For general info on ADHD & LD:Chadd.org Offers local support services to parents, teach-ers, and professionals. Find an online communi-ty, an ADD directory, and information aboutyour child’s legal rights at school.

Ldonline.orgProvides parents, teachers, and kids with awealth of information about learning disabili-ties, including FAQs, expert advice, and forums.

Schwablearning.orgFeatures articles about managing ADHD/LD,getting financial assistance, and improving

reading and writing skills. It offers an extensivelist of software for students in all subject areasand grade levels.

For legal references and advice:Copaa.orgHelps parents secure high-quality educationalservices for children with disabilities. Search formember attorneys and advocates in your area.

Wrightslaw.comFocuses on special-ed law and advocacy forchildren with disabilities. It offers a comprehen-sive caselaw library, breaking special-ed news,and useful tips on writing an IEP.

Kidspiration (for grades K–5) and Inspiration(for grades 6–12). Mind-mapping software letsvisual learners express their ideas for an essay orproject in a graphic format and link themtogether to create an outline. (inspiration.com)

Co:Writer 4000 A boon to struggling writers, Co:Writer reads aloud the words a user

has typed. It also helps writers speed up theirwriting by completing sentences using com-mon phrasing. (donjohnston.com)

Dragon Naturally Speaking This voice-recognition software helps students putideas on paper by typing as they speak.(nuance.com/dragon)

Books

Websites

Software

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More ADDitudeResourcesADHD at School eBookHelp your child succeed at school with99 pages of information about ADHDaccommodations, homework help,classroom behavior, managing meds atschool, and much more.

Free PrintablesFind ways to keep your student motivat-ed throughout the academic year, simplesteps for creating an enjoyable andeffective homework routine, a quick listof proven classroom accommodations,and more. Print great posters, guides,and flyers—for free!

ADHD BlogsRead the daily diaries of ADDitude’sbloggers as they navigate IEP meetings,parenting an ADD/LD child, school suc-cesses and challenges, ADHD treat-ments, and other real-life topics.

Free E-NewslettersSign up for free e-newsletters and getsolutions for parenting children withADD/ADHD, and ensuring their successall school year long, delivered to yourinbox. Choose the newsletter topics thatinterest you, from Success at School andTop Articles of the Month to ParentingADD/LD Kids.

Find these schoolresources and more onADDitudeMag.com

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