Teaching Children to Manage Time

Time-management is a skill often thought for adults and adolescents, but it is a skill that can be developed earlier on in life and can aid even younger children as they grow. Given the challenges many people with ADHD face in managing time, learning effective time-management from an early age could have a tremendous positive impact.

In the article Instilling Time Management, by Peg Dawson, EdD, and Richard Guare, PhD, which appears in the October 2009 issue of Attention magazine (Attention is a benefit of CHADD membership, and members have access to all past issues through the online archive at the CHADD website. Not yet a CHADD member? Join now), time-management is described as the ability to estimate how much time one has, and how to best allocate it to meet timelines and deadlines. Dawson and Guare describe some of the issues that may arise as parents expect their children to be more effective at managing their time as they grow older, even as the number of demands on their time and distractions grow. When time is not managed effectively, it can lead to conflict between parents and children.

When discussing how to instill time-management, Dawson and Guare start by stating the importance of having a predictable daily routine for children. This is important, as children with ADHD tend to function better when there is a known and predictable way for each day to unfold. Children with ADHD also have a more difficult time adjusting to sudden changes in schedules and new environments than do children without the disorder. As a result, a firm routine can help not only with time-management, but also in general.

Other advice offered by Dawson and Guare includes:

• Talking to children about how long different tasks take to complete.
• Planning activities for weekend days or vacation days that involve multiple steps.
• Parents using calendars and schedules and encouraging the same of their children.
• Purchasing a timer to track tasks.

Talking with children about the time needed to complete different tasks, such as homework or cleaning up their rooms, can help develop time estimation skills. Learning to gauge the amount of time different tasks will take is a critical component of time-management. Planning a multi-step activity puts time estimation to work, as the child must work-out how long each part of the task will take and base a timeline for completion on those estimates. Having a calendar in a visible location in the home can help make time visible for the child, and can show what is coming up and what tasks must be done by what time and day.

One example of a time-managed routine can be found in What We Know #5D: ADHD and Coexisting Conditions: ADHD, Sleep and Sleep Disorders. Under the heading “Dealing with Sleep Problems in Individuals with ADHD," it states: “Practice good sleep habits. Maintain a regular bed and wake schedule, even on weekends… Set up a realistic time for bed and stick to that schedule…” This kind of routine gives a child a sense of stability and predictability, but can also help develop time-management skills. For example, if bedtime is 8 p.m., and the bedtime routine includes brushing teeth, washing up, changing into pajamas and having a bedtime story, then the routine must begin early enough to allow the child to get to bed at 8 p.m. This means the child must be able to determine how long each part of the routine will take, add those times up, and begin the routine so as to have everything completed and be in bed and ready to sleep at eight.

It will still fall to the parents to help their children determine how long each task will take and to keep time for the routine, but this is the kind of situation recommended in the article. As for parents, there are a number of tips and tricks they can learn to help them help their children. One of the best sources of information for parents of children with ADHD is CHADD’s Parent to Parent program. This program is taught by trained volunteers who have been parents of children with ADHD themselves. This gives them a unique perspective, as they are not just teaching the subject matter, but are speaking from experience themselves. Having such parental training can make it far easier for parents of children with ADHD to implement interventions that can help them function at a higher level.

While time-management becomes increasingly important as a child grows into adolescence and then adulthood, it is never too early to begin teaching children the skills to build upon. A strong foundation early on can lead to a more solid structure moving forward, and help children better manage their time through all stages of life. In addition, learning time-management skills early helps to create predictable routines that are beneficial to children with ADHD. When it comes to learning how to manage time, there is truly no time like the present!

ADHD and Teens: Article for Teens

"I have AD/HD"..so what??" In many ways, "so what" is right: mostly, you are just a regular teen, with all the ups and downs that come with being a teenager. In other ways, growing up and heading towards adulthood with AD/HD (attention-deficit/hyperactivity disorder) presents some unique challenges and obstacles. People used to think that just young kids had AD/HD, something that you grew out of as you got older. Now we know differently. Today's research has shown that most kids do not outgrow AD/HD when they reach adolescence,¹ and most teens don't outgrow AD/HD when they become young adults. So what does being a teen with AD/HD really mean?

First, you should know that having AD/HD doesn't have to get in the way of living the life you want. Countless teens just like you have grown up to pursue their passions, live happy lives, and be successful in their work. They've found this success because they've taken the time to learn how AD/HD affects them and taken charge of a treatment plan that works for them and their unique situation.

"I'M NOT A KID ANYMORE" - AD/HD in the Teen Years

The main symptoms required for a diagnosis of AD/HD - inattention, hyperactivity, and impulsivity - remain the same during your teens as they were earlier in your childhood. However, you may notice some differences. For example, you may struggle less with symptoms of hyperactivity (such as fidgeting or staying seated) now than you did when you were younger. On the other hand, you may notice greater challenges with staying on top of your schoolwork and other responsibilities. This is because there are more demands on your time and higher expectations for you to function independently now that you are a teen.² This can all feel overwhelming, but don't worry - these challenges are not that different from what your friends are going through whether they have AD/HD or not. In your case, it may be more pronounced, but proper treatment can help you adjust as you grow into yourself and adjust to the changes in your life.

Another characteristic associated with AD/HD in adolescence is difficulty with "executive functioning." This term refers to the functions within the brain that "activate, organize, integrate, and manage other functions."³ In other words, executive function allows you to think about goals and consequences for your actions, plan accordingly, evaluate your progress, and shift plans as necessary. Sound familiar? This may be exactly what your parents and teachers have been trying to help you with over the years. However, in adolescence, your parents and teachers expect you to start doing these things more independently, and sometimes that transition can be tough on you and those around you.

"WHY ME?" - Causes of AD/HD

You may wonder why you have AD/HD. Some teens feel guilty for having AD/HD. Others feel that it is something that they should be able to control on their own or be cured of. Having AD/HD is not your fault! Research has clearly shown that AD/HD runs in families and is highly genetic. AD/HD is a brain-based disorder, and the symptoms shown in AD/HD are linked to many specific brain areas.⁴ There is no known "cure" for AD/HD, but we know many things that can minimize the impact AD/HD has on your everyday life.

"IS IT JUST AD/HD?" - Other Conditions in the Teen Years

Some teens with AD/HD also have the challenge of other conditions that are common with AD/HD.^5,6 These conditions may have been present since you were much younger, or may emerge with the additional stress of adolescence. The fact is that up to 60% of children and teens with AD/HD have been found to have at least one other condition,^7,8 so don't think you're alone.

• Some of the other conditions commonly experienced by teens with AD/HD may affect how you act and have names that may sound pretty heavy. Specific ones include Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD). ODD is a term that means you may have difficulty accepting and following the rules and limits set by authority figures. CD is more severe and includes having difficulty with following rules set by authority figures but also includes difficulty following rules and laws set by society.
• Other conditions that affect how you feel (called mood disorders), including depression and dysthymia (a type of negative mood similar to depression but that lasts longer), can also be common in teens with AD/HD. Bipolar disorder is another type of mood disorder. However, a diagnosis of bipolar disorder in teens is controversial⁹ and a diagnosis of AD/HD does not appear to increase the risk for bipolar disorder.¹⁰
• Anxiety disorders may be present in as many as 10 - 40% of teens with AD/HD. Anxiety disorders are characterized by excessive worry, difficulty controlling your worries, and physical symptoms including headaches or upset stomach. They can also include "anxiety attacks" and make you want to avoid situations that make you anxious.
• Substance use and abuse is a significant concern of many parents and teens. The risk for later substance use among children with AD/HD ranges from 12 - 24%. Some substances (like alcohol) may be illegal for you based on your age. Other substances (like marijuana or other drugs) may be illegal, period! For these reasons alone you should avoid using them. If you choose to use such substances and find you have difficulty controlling yourself, if others have expressed concerns to you about your use, if you need the substance to "get going" or "slow down," or if you feel guilty about your use, you may have a substance problem. You should get professional help from a licensed mental health professional or addiction specialist.
• Learning and communication problems can also be common¹¹ and may become apparent with the added demands of middle school and high school. If you are concerned about your ability to learn in the classroom, your ability to understand what others say to you, or your ability to express yourself the way you want to, then you should tell your parent(s). You may need an evaluation by a professional to determine how you learn, think, or communicate.
• Sleep disturbance is also common in teens with AD/HD. Changes in sleep cycles are normal for all teens and you may have noticed that you prefer to stay up later at night, sleep later in the morning, and need more sleep overall. As a teen with AD/HD, you may have difficulty sleeping well and this may not necessarily be a side effect of medications.

At this time, it is not possible to predict who will experience these additional difficulties. It is likely that genetics play a role. The additional stresses experienced by some teens with AD/HD, such as social criticism or internal frustration, may also make you more vulnerable to these difficulties. For more information on these conditions (which are called "co-existing" or "co-occurring"), please see What We Know #5: AD/HD and Co-existing Conditions.

What should you do if you suspect that you may suffer from any of these additional disorders? Talk to your parent(s) about getting an evaluation by a psychologist, psychiatrist, or other trained mental health professional.

"MY LIFE WITH AD/HD"

What does it feel like to have AD/HD? You may experience stigma or embarrassment related to your diagnosis. You may also wish to deny that you have AD/HD. Having AD/HD may make you feel different from your friends and you may want to believe that your symptoms have lessened or even disappeared. It is important for you to understand that you are not responsible for having AD/HD. Having AD/HD is not due to any mistake you made and is not a punishment. AD/HD is just like other medical conditions, such as asthma or poor eyesight. You can't control the fact that you have AD/HD, but you can control the way you manage it. Following your treatment plan is a key to meeting your goals and achieving success.

You may have difficulty feeling good about yourself or you may feel that you are not as good as your friends or other students. Research shows that teens with AD/HD and learning disabilities report feeling severely stressed when going to school and sitting in class, feeling tired, having frequent arguments with close friends, feeling different from other classmates, having low self-esteem, and feeling that their parents didn't understand them.¹² If you feel this way, remember, you are not alone and you can feel better. Talk with a parent, another trusted adult, or health professional about how you feel. Participate in activities you enjoy and recognize that everyone has different strengths and weaknesses.

Many teens are concerned about talking with their friends about their AD/HD. You may feel that your friends don't understand your difficulties or may make fun of you. You can choose the friends with whom to discuss your AD/HD and what details you want to share. However, explaining AD/HD to your trusted friends may surprise you - they may be a great source of support, or even have AD/HD themselves! Although the exact number of children and adolescents with AD/HD is unclear, somewhere between 1.4 million and 2.3 million youths have AD/HD, so you are far from alone in facing the challenges that come with it.

AD/HD Can Affect...

• Academic Performance: High school students' lives are more hectic, with more demands to juggle, and less supervision. Academically, the workload and difficulty of the material increases, and long-term projects rather than daily homework assignments are the norm. These factors all present challenges to teens with AD/HD. You may benefit from assistance with note-taking, study skills, and organization/time management. As you develop these skills, you will come to rely less on parents or teachers and be more confident about your own ability to structure your time and perform at your potential. Students who have a diagnosis of AD/HD and whose AD/HD symptoms impair their academic functioning may qualify for classroom accommodations. These accommodations are based on your particular needs, but can include extra time on tests, taking tests in a separate location where distractions are minimized, or additional organizational support. Work with your parents and your school if you think you might need and want this kind of help.
• Social Functioning: In adolescence, your relationships with others your age become increasingly important to you. But these relationships are not always easy to navigate! During these years, your friendships are changing, you become interested in dating, and you encounter more significant peer pressure. You may notice that you tend to be more easily frustrated or more emotionally sensitive than others your age - this is common for teens with AD/HD.¹³ Some teens with AD/HD have no difficulty establishing and maintaining relationships, while others find negotiating different personalities, expectations, and desires quite challenging. Participating in structured social activities, such as sports, clubs, or youth groups, can help provide you with a built in social group and shared positive experiences.
• Home Functioning: Nearly every teenager has conflict with his or her parents over rules, privileges, household chores, friends - you name it! However, on average, households of adolescents with AD/HD have higher levels of parent-teen conflict than households with adolescents who do not have AD/HD.¹⁴ Why is this the case? One source of conflict in the home is that teens want more freedom and independence. However, the difficulties with organization, forgetfulness, and thinking before acting that commonly go along with AD/HD may make your parent(s) reluctant to give you the freedom you desire. In addition, many teens with AD/HD have more difficulty completing homework and chores on time or following other rules due to inattention, distractibility, lack of interest, or lack of organization. This can be frustrating for both you and your parent(s), and may lead to a cycle of negative interaction. In such a cycle, your parent(s) may lecture, yell, or punish and you may respond with anger, or other ways that aren't very helpful. As this occurs repeatedly, more minor demands on the part of your parent(s) and more minor lack of compliance with rules or requests on your part can trigger the escalation of negativity. What can be done to interrupt this cycle? Clear communication is always important, and discussing issues when you are angry is never effective. Instead, set aside a time when all parties are calm to discuss any areas of disagreement or conflict. If family conflict is taking a large toll on the family, you and your parents may consider seeking help from qualified mental health professional.

"SO WHAT CAN I DO ABOUT IT?" - Treatment of AD/HD

You already know that no cure currently exists for AD/HD. This doesn't mean that there's nothing you can do about it! While there is no cure, many people just like you have had great success with the current treatments available. The focus of these treatments is symptom management. Although the symptoms of AD/HD may change with age, you may still require treatment to target these symptoms and even may need such treatment into adulthood.¹⁵

Education is a necessary component to any effective treatment plan and provides you with the tools to understand your disorder and how to manage it. If you were diagnosed with AD/HD when you were very young, it is likely that this education was directed to your parent(s). It is important that you receive this education as well, ask your doctors and treatment providers questions, and express concerns if you have them. However, education is only one component of a successful plan to treat AD/HD, and medication and behavioral therapy can be used as well.

It is a myth that medication becomes less effective in the teen years. In fact, medications should be as effective, but patterns of co-occurring conditions may require changes to the treatment regimen.¹⁶ You and your parent(s) may also consider a change to a long acting medication to provide you with better symptom management throughout the day, as you may have activities after the school day has ended and into the evening hours. A thorough discussion of these medications is beyond the scope of this What We Know sheet, but see What We Know #3: Managing Medication for Children and Adolescents with AD/HD for more information.

Behavioral treatment is another common treatment approach for teens with AD/HD. Proven psychosocial treatments include parent-teen training in problem-solving and communication skills, parent training in behavioral management methods, and teacher training in classroom management.¹⁷ Please see What We Know #7: Psychosocial Treatment for Children and Adolescents with AD/HD for more information.

Little or no research currently exists to support the use of dietary treatments, traditional psychotherapy, play therapy, cognitive behavioral therapy, or social skills training. However, these interventions may be effective in treating co-occurring conditions if present. You can refer to What We Know #6: Complementary and Alternative Treatments for more information.

The most common treatment for teens with AD/HD likely combines medication and psychosocial treatment. This is known as multi-modal treatment.

"WHAT ELSE DO I NEED TO KNOW?" - Additional Issues for Teens with AD/HD

As a teen with AD/HD, you are facing the same issues that prove challenging for your peers: developing your identity, establishing your independence, understanding your emerging sexuality, making choices regarding drugs and alcohol, and setting goals for your future. However, you may also face some unique difficulties, as described below.

• Driving: Getting your driver's license is an exciting event, and one that indicates increased freedom and independence. However, inattention and impulsivity can lead to difficulties with driving. Drivers with AD/HD have more tickets, are involved in more accidents, make more impulsive errors, and have slower and more variable reaction times.¹⁸ The use of stimulant medications has been found to have positive effects on driving performance.¹⁹ Always follow safe driving habits, such as using a seat-belt, observing the speed limit, and minimizing distractions such as the use of mobile phones and eating while driving.
• Adherence to medication regimen: Nearly half of children don't take their medications as prescribed,²⁰ and the use of AD/HD medications decreases over the teenage years.²¹ This occurs for a multitude of reasons: you may have negative attitudes towards medication use, you may feel that your AD/HD symptoms are not impairing your functioning, you may dislike the side effects of the medication, or you may simply want to "take a vacation" from your medications to see what happens. If you and your parents decide to discontinue your use of medication, you should consult with your physician and designate a "trial period" for doing so. During this period, you should specify your goals and develop a plan to achieve those goals. Your plan may include tutors or frequent check-ins with a teacher or counselor. Make sure to specify what indicators might illustrate the need for re-starting the medication (such as declining grades or increases in conflict at home). After a time, evaluate your progress with your parent(s) and your physician and determine whether or not medication is effective for you.
• Diversion of medications: Use or abuse of AD/HD medicines among individuals for whom these medications are not prescribed is an increasing problem.²² Individuals who use non-prescription stimulants may do so for either academic reasons (improving their ability to study or succeed on tests) or for recreational reasons (to get a high or a buzz²³). At some point in your life, friends or acquaintances may ask you to give or sell your medications to them for these purposes. The use of medications by individuals for whom they were not prescribed is illegal and could have serious legal consequences. In addition, your AD/HD medications are safe and effective when taken as directed, but can be dangerous if used without medical supervision. You should never give or sell medications that are prescribed to you to anyone else. Take some time to think about how you might respond if someone asks you for these medications. Would you... change the subject?... simply refuse and walk away?... explain the dangers of non-prescription medication use?... tell them that your parents monitor your pills and would notice if some were missing? It is likely that you will face this situation and being prepared with your response is important.
• Building your self-esteem: Living with AD/HD can be challenging. Many teens with AD/HD find that the school environment does not suit their personality or maximize their natural talents. It is important for you to find your niche and identify your strengths: Are you athletic? A good artist? Do you have musical talent? Are you good with computers? Find environments and activities that remind you of your strengths and allow you to experience success. Remind yourself that everyone has strengths and weakness. The important thing is to do your best to work through difficulties and spend plenty of time on activities in which you shine.

"WHAT ABOUT MY FUTURE?"

The answer is, only you can determine what lies in store for you and your future. The fact that you are taking the time to read this information sheet and educate yourself about your diagnosis shows that you are reflecting on your strengths and weaknesses and taking steps to prepare yourself for your future. We know that teens with AD/HD are at risk for potentially serious problems as they transition into adulthood. We also know that as many as two-thirds of teens with AD/HD continue to experience significant symptoms of AD/HD in adulthood.²⁴ In addition, as they become adults, teens with AD/HD are at higher risk for difficulties in education, occupation, and social relationships. However, these are only risks, they are not guarantees. Most teens with AD/HD become successful, productive adults -- and so can you! Continued awareness and treatment is crucial so that you can avoid the risks and meet the goals you set for yourself - whatever they are!

REFERENCES

1. Ingram, S., Hechtman, L., & Morgenstern, G (1995). Outcomes issues in ADHD: Adolescent and adult long-term outcome. Mental Retardation and Developmental Disabilities Research Reviews, 30, 243-250.
2. Ingram, S., Hechtman, L., & Morgenstern, G (1995). Outcomes issues in ADHD: Adolescent and adult long-term outcome. Mental Retardation and Developmental Disabilities Research Reviews, 30, 243-250.
3. Brown, T.E. (2000). Attention-deficit Disorders and Comorbidities in Children, Adolescents, and Adults. Washington, D.C.: American Psychiatric Press, Inc.
4. Barkley, R.A., Cook, E.H., Dulcan, M., Campbell, S., Prior, M., Atkins, M., et al. (2002). Consensus statement on ADHD. European Child & Adolescent Psychiatry, 11, 96-98.
5. Wolraich, M.L., Wibbelsman, C.J., Brown, T.E., Evans, S.W., Gotlieb, E.M., Knight, J.R., et al. (2005). Attention-deficit/hyperactivity disorder among adolescents: A review of the diagnosis, treatment, and clinical implications. Pediatrics, 115, 1734-1746.
6. Barkley, R.A. (2004). Adolescents with attention-deficit/hyperactivity disorder: An overview of empirically based treatments. Journal of Psychiatric Practice, 10, 39-56.
7. Biederman, J., Faraone, S.V., & Lapey, K. (1992). Comorbidity of diagnosis in attention-deficit hyperactivity disorder. In G. Weiss (Ed.), Attention-deficit hyperactivity disorder, child & adolescent clinics of North America. Philadelphia: PA.
8. Sanders; Bartholemew, K and J. Owens, M.D., MPH (2006). Sleep and AD/HD: A review. Medicine and Health Rhode Island, 89: 91-93.
9. Geller, B., & Luby, J. (1997). Child and adolescent bipolar disorder: A review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1168-1176.
10. Spencer, T., Wilens, T., Biederman, J., et al. (2000). Attention-deficit/hyperactivity disorder with mood disorders. In: Brown, T.E., ed. Attention deficit disorders and comorbidities in children, adolescents, and adults. Washington, DC: American Psychiatric Press: 79-124.
11. Wilens, T.E., Biederman, J. & Spencer, T.J. (2002). Attention deficit/hyperactivity disorder across the lifespan. Annual Review of Medicine, 53, 113-131.
12. Brook, U., & Boaz, M. (2005). Attention deficit and hyperactivity disorder (ADHD) and learning disabilities (LD): Adolescents' perspective. Patient Education and Counseling, 58, 187-191. 13. Wolraich, M.L., Wibbelsman, C.J., Brown, T.E., Evans, S.W., Gotlieb, E.M., Knight, J.R., et al. (2005). Attention-deficit/hyperactivity disorder among adolescents: A review of the diagnosis, treatment, and clinical implications. Pediatrics, 115, 1734-1746.
14. Edwards, G., Barkley, R.A., Laneri, M., Fletcher, K., & Metevia, L. (2001). Parent-adolescent conflict in teenagers with ADHD and ODD. Journal of Abnormal Child Psychology, 29, 557-572.
15. Hazell, P. (2007). Pharmacological management of attention-deficit hyperactivity disorder in adolescents: Special considerations.CNS Drugs, 21, 37-46
16. Hazell, P. (2007). Pharmacological management of attention-deficit hyperactivity disorder in adolescents: Special considerations.CNS Drugs, 21, 37-46
17. Barkley, R.A. (2004). Adolescents with attention-deficit/hyperactivity disorder: An overview of empirically based treatments. Journal of Psychiatric Practice, 10, 39-56.
18. Barkley, R.A., & Cox, D. (2007). A review of driving risks and impairments associated with attention-deficit/hyperactivity disorder and the effects of stimulant medication on driving performance.Journal of Safety Research, 38, 113-128.
19. Barkley, R.A., & Cox, D. (2007). A review of driving risks and impairments associated with attention-deficit/hyperactivity disorder and the effects of stimulant medication on driving performance.Journal of Safety Research, 38, 113-128.
20. Thiruchelvam, D., Charach, A., & Schachar, R.J. (2001). Moderators and mediators of long-term adherence to stimulant treatment in children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 922-928.
21. Charach, A., Ickowicz, A., & Schachar, R. (2004). Stimulant treatment over five years: adherence, effectiveness, and adverse effects. Journal of the American Academy of Child & Adolescent Psychiatry, 43, 559-567.
22. Wolraich, M.L., Wibbelsman, C.J., Brown, T.E., Evans, S.W., Gotlieb, E.M., Knight, J.R., et al. (2005). Attention-deficit/hyperactivity disorder among adolescents: A review of the diagnosis, treatment, and clinical implications. Pediatrics, 115, 1734-1746.
23. Low, K., & Gendaszek, A.E. (2002). Illicit use of psychostimulants among college students: A preliminary study.Psychology, Health, & Medicine, 7, 283-287.
24. Barkley, R.A., Fischer, M., Smallish, L., & Fletcher, K. (2002). The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder.Journal of Abnormal Psychology, 111, 279-289.

The information provided in this sheet was supported by Grant/Cooperative Agreement Number 1U38DD000335-01 from the Centers for Disease Control and Prevention (CDC). The contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC. This fact sheet was approved by CHADD's Professional Advisory Board in 2008.

© 2008 Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD).

Permission is granted to photocopy and freely distribute this What We Know sheet, provided that this document is reproduced in its entirety, including the CHADD and NRC names, logos and contact information.

For further information about AD/HD or CHADD, please contact:

National Resource Center on AD/HD
Children and Adults with
Attention-Deficit/Hyperactivity Disorder
8181 Professional Place, Suite 150
Landover, MD 20785
1-800-233-4050
www.help4adhd.org

Please also visit the CHADD Web site at
www.chadd.org

Teacher to Teacher: Classroom Interventions for the Student with ADHD

Do you have students with ADHD in your classroom? Every teacher does. Do you feel challenged to find the balance between the needs of your class and helping the student with ADHD learn effectively? You are not alone. If you are a parent of a child with ADHD who is struggling in school, would you like to learn about effective classroom interventions? Then Teacher to Teacher is for you.

Join us for a day-long workshop that identifies common ADHD-related learning problems plus practical classroom techniques, interventions, and the latest research to enhance school success for students with ADHD. Designed for mainstream classroom teachers, Teacher to Teacher will provide best practice strategies in an interactive, hands-on format. Attendees will have the opportunity to discuss solutions to common academic and behavioral problems in a "case-based" format. Each workshop is limited to 100 attendees, so don’t wait to return your registration. Each attendee will also receive the CHADD Educator’s Manual on ADHD: An In-Depth Look from an Educational Perspective. This is "the" manual for managing students with ADHD and a fantastic resource.

The Content

From theory to practice you will learn evidence-based interventions to manage every aspect of AD/HD in the classroom, including:

* Understanding ADHD
* Keys for Academic Success
* Organizational Deficits and ADHD
* Effective Behavioral, Emotional and Social Interventions
* Real Life Challenges: Case Based Problem Solving
* Designing ADHD-Friendly Classrooms

The Trainers

Chris Dendy, MS, has over 40 years of professional experience as a teacher, school psychologist, mental health counselor and administrator. She is a prolific author and the producer of three videos on ADHD. She is a previous member of the CHADD board of directors, and in 2006 was inducted into the CHADD Hall of Fame for outstanding contributions to the field. She is also the mother of three children with ADHD. Chris is the editor of the highly acclaimed CHADD Educator’s Manual on ADHD: An In Depth Look from an Educational Perspective.

Anne Teeter Ellison, EdD, is professor emeritus of Educational Psychology at the University of Wisconsin-Milwaukee (UWM), has served on the CHADD board of directors since 2002 and served as president from 2005–08. Prior to service on the national level, Ellison was a professional advisor to the Wisconsin ADHD Project, and a member of the State of Wisconsin ADD Council. Formally the training director of the school psychology doctoral program at UWM, Ellison has published numerous scientific articles and books and is the co-editor of the CHADD Educator's Manual on ADHD: An In-depth Look from an Educational Perspective.

Continuing Education Credits

All participants will receive IACET approved continuing education credits of .75 (equivalent to 7.5 hours of training).

Time and Place

Sunday, November 14, 2010

Hyatt Regency Atlanta (CHADD Room rates are $185 a night)
265 Peachtree St, NE
Atlanta, GA 30303

1-800-233-1234
1-404-577-1234

Payment:

By October 15th By November 4th After Nov. 4th and Onsite

^{CHADD Members $ 129 $139 $149
Nonmembers $ 149 $159 $169}

Register ONLINE or download the Teacher to Teacher Application for the next Training (requires Adobe Reader ).

Cancellation Policy

Any cancellations must be received in writing, or by email, stating the person's name and address, and must be postmarked or date-stamped at least three (3) weeks before the training to qualify for a refund. A non-negotiable $25.00 administrative fee will be deducted from the total registration refund, unless the registration is 'transferred' within six months (Call the Coordinator for details). No refunds will be made after the event deadline and no-shows will forfeit their registration fee.

AD/HD Research

Evidence-based research is at the heart of CHADD's mission to improve the lives of children and adults with AD/HD.

CHADD continually calls upon the public and private sectors to devote increased resources to basic research into the causes of and treatments for AD/HD. In particular, CHADD has called for:

1. Funding for research on the causes, diagnosis, and treatment of AD/HD across the lifespan, including the safety and effectiveness of medication (especially for children), other therapies, and educational, psychosocial, and alternative interventions.
2. Funding for research on the prevention and early identification, intervention, and treatment of AD/HD.
3. Funding for research on the long-term impact of AD/HD and coexisting disorders on psychosocial, behavioral, educational, employment, and health outcomes, including the long-term impact of treatment options.
4. Ensuring that all research efforts involve diverse populations, as appropriate, with respect to gender, race/culture, and age.
5. Balancing and broadening the national research agenda to include biomedical, clinical, behavioral, health-service, and school-based and community-based prevention and intervention research.

CHADD's Young Scientist Research Fund Awards Program

WHY MONEY MATTERS ARE SO CHALLENGING FOR YOU

by Russell A. Barkley, PhD, with Christine M. Benton Adapted from Taking Charge of Adult ADHD by Russell A. Barkley, PhD. Copyright © 2010 by the Guilford Press. Reprinted with permission of Guilford Press, www.guilfordpress.com. YOU DON'T PLAN TO END UP in financial trouble. You may, in fact, keep resolving not to go shopping today and not to buy anything advertised in an Internet pop-up. You might tell yourself today is the day to transfer some money from checking to savings. Maybe you tell yourself while you're at it you might as well see if you have any bills that are due. So why don't you follow through on those convictions? Because ADHD won't let you. It's time to take charge—of your ADHD and your finances. Start by bringing into crisp focus how the deficits caused by ADHD steer you wrong—and how you can steer yourself back in the right direction. Adults with ADHD and Money Our research has found that adults with ADHD: Made a lot of impulse purchases. Had high credit card balances. Exceeded their credit limits more than others. Made bill, loan, and rent payments late or not at all. Had their cars repossessed more often than others. Had lower credit ratings. Were more likely to have no savings. Were less likely to save for retirement. Bounced checks more often than others. Often failed to save receipts that could document money-saving tax deductions and other documents for their income tax returns. Lost friends after borrowing money and not repaying it. The Four Executive Functions that Foster Self-Control Scientists in the field of neuropsychology call the capacities behind self-control executive functions. They’re the actions directed at ourselves, the mental activities we engage in when we think about our future and what we should be doing to get there and to make it better. Many adults with ADHD exhibit delayed development of each of these four executive functions. nonverbal working memory (using the mind’s eye) verbal working memory (using the mind’s voice) self-regulation of emotion (using the mind’s heart) planning and problem-solving (using the mind’s playground) Money and the mind's eye Impulsive shopping can become compulsive shopping when your nonverbal working memory is weak. You can't picture what happened the last time you bought an expensive item you didn't need. You can't bring the future into sharp enough relief to put off the purchase till you've saved the cash. You haven't developed the self-awareness to realize that walking into an antique store for you is like opening the gates of hell. The mind's eye is particularly important in controlling the impulse to buy things you don't need or can't afford. Try to resist spending money by keeping a photo of a long-term goal (a vacation spot, a home, a bike for one of your kids, etc.) in your pocket to pull out whenever you feel the urge to buy. You might train yourself to say out loud before you pull out your wallet, "Hmmmmmmm, do I really need this?" Then you could turn on your imaginary wide-screen TV and watch a film of yourself opening your credit card bill last time you overspent. Your finances and the mind's voice Remember, the mind's voice is your backup when the mind's eye is myopic. If you find yourself feeling the urge to pull out your credit card and you really can't call up a visual picture of what happened last time you overspent, interview yourself. If you're in a store, leave and do this on the sidewalk. You won't get hauled away for being delusional; people will just think you're on your cell phone when you talk to yourself about whether this purchase or withdrawal is wise. If you tend to put off bill paying even when you've set an alarm to remind you to do it, this is another time you can talk to yourself about why you need to do it right now. The mind's voice is also the facility that allows you to formulate and use rules. Set certain rules about spending and saving and then repeat those rules to yourself quietly when under pressure from your ADHD to break them. Or write them down on a card you keep banded together with your credit card so you can't access the credit card without the rules card. The mind's heart in the world of money Are you an emotional spender? Are you the person who always buys a round of drinks at the pub when you're feeling great? The one who "needs" a new outfit when down? If you're mad at your landlord, do you "show him" by "forgetting" to pay the rent? Does not having cash to go out with friends make you feel so bad that you decide to put the charges on your credit card? You're going to have to pull out your whole bag of mental imagery and self-talk tricks to recognize when your emotions are carrying you away and how to get control. Also, try to stick to a healthy lifestyle. Sleep deprivation, overconsumption of caffeine or alcohol, drug use, lack of exercise, and poor diet can all make you more vulnerable to daily stress and make it harder to control your emotions. Don't forget that you can use your emotions for good, too. Hate bill paying? Feel the future: Do everything you can to feel the relief of getting it done. Can't motivate yourself to put money in savings when your paycheck is burning a hole in your pocket? Feel how great it will be to take it out when you pay for your Caribbean vacation. Financial planning and problem-solving in the mind's playground For many adults, ADHD or no ADHD, money matters are for "bean counters" and "number crunchers," which is usually a not-so-nice way of saying "I don't know how"—how to do financial planning, how to budget, how to oversee your investments, how to stop getting hit with late fees and hassled by collection agencies. Make money management physical. Use tangible objects and graphic tools to manipulate the numbers whenever possible. The last section of this article and the “Curbing Your Spending” sidebar will give you some ideas. But remember the basics too: Make lists of steps to complete financial tasks you find daunting. Record your spending habits in your journal so you can take a look back at the patterns that are hurting you and any that are serving you well. Fortunately, you've got a lot of resources at your fingertips for taking back control of your financial present and future. There are many strategies for discouraging spending. Tools and cues can help you meet your financial obligations on time. You can set up systems that enforce saving so you don't have to fight the urge to spend everything you earn over and over. A new approach to money management Here are a few ideas for getting started on a better path: Let your spouse, partner, or even parent manage your money. This option is something to consider if you feel overwhelmed by the problems you're having and find it impossible to control your spending or other financial habits. You can always agree to do this for a preset temporary time period or until a certain goal—such as paying off a debt or accumulating a certain amount of savings—is reached. Turn over your paycheck to this person, let the person allocate sufficient cash to you to meet daily expenses, then work together to see that monthly bills, loans, and credit cards are paid regularly. Budget! Make a monthly budget sheet that shows ALL your monthly expenses, including one-twelfth of your annual expenses (those that you may pay just once per year, such as taxes, car insurance, and home owner’s insurance). You need to have a monthly financial plan with all your bills listed in front of you so you can see what you owe. This budget needs to be less than what you make per month. Keep this budget out on your desk at home so you can refer to it often. Spending as you go each month is a recipe for disaster, not to mention having your utilities turned off and your car repossessed. Start living within your means today. Do not spend more each month than you earn and then try to use credit cards, loans, or other means of borrowing to see you through the month. You need to get your living expenses below ninety percent of your monthly earnings while saving that remaining ten percent. Enlist the help of a trusted relative, an accountant, or a bank employee in figuring out your expenses and what method is best for saving. Set up a system of accounts and deposits for enforced savings. Have your employer put ten percent of your pretax earnings into a retirement plan (tax deferred) such as a 401k, 403b, Keogh, or IRA. Then have your after-tax paycheck direct-deposited into your checking account. Once there, have your bank move ten percent of it into a savings account automatically each month. You also need an emergency savings account for those unexpected expenses such as car repairs and medical expenses not covered by insurance. The less you see of your cash, the less you can spend it impulsively. Try to get health and disability insurance through your employer. If they don’t have it, try to find a similar job that does. If you can’t, consider working for the local, state, or federal government, which nearly always provides these as fringe benefits. Unexpected medical bills can kill your chances of financial independence. Balance your bank statement monthly without fail. Don’t just wing it or guess. Having little idea of how much money you have at any one time in your account(s) is one of the biggest causes of bounced checks, credit card overuse, and debt accumulation. You keep getting caught with less money than you thought you would need and so borrow to make up the shortfall. And those forms of piracy known as high overdraft fees that banks now charge can mount up quickly, siphoning off cash you actually need and maybe even result in your exceeding what typical balances you have in your accounts. Keep all receipts as you get them. Put them in your wallet. Each night when you take your wallet out, take these receipts and put them in a file. You can use this file to help keep track of what you are spending and to store the receipts that will be very useful for preparing your taxes and getting the most of your available deductions. Six Steps to Curbing Your Spending Besides the ideas for controlling impulse buying described in the section on a new approach to money management, try these: 1. Operate on a cash basis. Take out cash from your checking account only when you absolutely need it. Carry as little with you as possible so you're not tempted to spend it impulsively on stuff you don't need. 2. Do NOT carry a credit or ATM card if at all possible. Get rid of all store credit cards, keep one general card like MasterCard or Visa, and put a sticker on it that reads FOR EMERGENCY USE ONLY. Transfer all unpaid balances on store cards to this single card and work to pay off the balance as soon as you possibly can. 3. Do NOT go to a mall or department store if there is nothing that you need to buy. And I mean NEED, not want, to buy. The last place a person with ADHD needs to be is in a store or mall with all those attractive goodies crying out “Buy me!” So, the simplest solution is not to go. 4. Don’t lend anyone other than your children any money. Period. And even your children are not a good bet to repay you, so keep those loans limited to educational expenses or necessities, not things like clothing or entertainment. Odds are you will not see that money again. If you give money to someone else, you’d better view it as the gift it most likely will be, not as a loan. 5. Stay away from casinos. They always win. Don’t play cards for money and certainly no more than for pennies a hand. You are way too impulsive to be around gambling activities, so, like shopping, avoid such places, where impulsive spending can get the best of you. 6. Take advantage of cognitive-behavioral treatments for impulse buying if no other measures help. If you find it hard to stop shopping and spending on things you don't need, get professional help from a psychologist or financial counselor. Russell A. Barkley, PhD, is internationally known for his career-long research into ADHD and his efforts to educate professionals and the public. He is clinical professor of psychiatry at the Medical University of South Carolina and research professor of psychiatry at the State University of New York Upstate Medical University at Syracuse. The recipient of awards from the American Academy of Pediatrics and the American Psychological Association, among other honors, Barkley has published widely on ADHD and related disorders. His website is www.russellbarkley.org. Christine M. Benton is a Chicago-based writer and editor. From the August 2010 issue of Attention. Copyright © 2010 by Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). All rights reserved. Reproduction in whole or in part without written permission from CHADD is prohibited. PHOTO: MOCKER_BAT / ISTOCK