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ERIC Number: ED363088
Record Type: RIE
Publication Date: 1993
Pages: 229
Abstractor: N/A
Reference Count: N/A
Promising Practices in Identifying and Educating Children with Attention Deficit Disorder. Education of Children with Attention Deficit Disorder.
Burcham, Barbara; Carlson, Laurance
This report describes findings of a project to identify promising school-based practices in evaluation and intervention with children having attention deficit disorders (ADD). Introductory material explains the project's purposes and procedures. The next chapter provides an overview of the 26 promising practices identified through nominations by stakeholder consultants and visits to 10 sites. Nine of the 10 site-visited practices are described in some detail with the remaining 16 receiving a less comprehensive description. Contact information is provided for each practice. Additionally, instructional materials (both commercial and locally prepared) viewed as effective with students having ADD are identified. A section on implications of the project identifies common characteristics of the schools' promising practices including a high level of personnel commitment and competence, systematic development of social skills, strong administrative support, and a commitment to working with the child's family. A set of questions is offered to assist in the evaluation of any potential practice for use with this population. Questions address: impact on the student and family, practicality, specificity to ADD, focus on strengths as well as needs, interdisciplinary collaboration, family involvement, sensitivity to multicultural diversity, medical intervention, administrative support, and staff training. Appendices provide additional project detail and forms used in identifying and evaluating practices. (Contains 31 references.) (DB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.
Authoring Institution: Federal Resource Center for Special Education, Lexington, KY.
Identifiers: N/A
Note: For related documents, see EC 302 549-553.