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Chapter 2: All About Dennis (p. 5-15)
1. As a child, Dennis had to become “street smart” to compensate for his
ADHD. In school, he discovered that he was more successful in subjects like
English and journalism if he
a. regularly took his medication.
b. studied twice as hard as his classmates.
c. was allowed to give verbal reports instead of written reports.
d. stopped joking around so much and adopted a more serious attitude.
Chapter 3: All About Danielle (p. 17-29)
2. Although the cause of ADHD is currently unknown, a respectable theory has
been proposed by Richard DeGrandpre in his book Ritalin Nation:
Rapid-Fire Culture and the Transformation of Human Consciousness. He
believes that many of the behaviors seen in ADHD people originate from|
a. abnormalities in the level of the brain chemical dopamine.
b. having a different brain structure at birth.
c. not having had enough stimulation in early child development.
d. early exposure to sensory bombardment in the absence of parental
structure.
A large study of identical and fraternal twins in
Norway concluded
that ADHD had nearly an 80% chance of being inherited.
Chapter 4: All About Dusty (p. 31-39)
3. Dennis, as an ADHD parent, often responded to his ADHD son, Dusty, with
a. patience and understanding, since he was well-acquainted with ADHD
patterns.
b. impatience and criticism, fueled by the guilt he carried for passing on
ADHD to his son.
c. reassurance that Dusty would turn out alright, since he himself became
successful as an adult.
d. kindness and patience, since he knew that Dusty responded better to
encouragement than to criticism.
Chapter 5: Will This Kid Ever Amount to Anything (p. 41-54)
4. About ___ of adolescents living with ADHD have been arrested by their 18th
birthday. This is because ADHD teenagers have a desire for high-risk
activity.
a. 10%
b. 20%
c. 30%
d. 40%
Chapter 6: The Battle Plan (p. 55-68)
5. Dr. Larimore advises parents not to make a diagnosis of ADHD themselves
but to seek the professional help of a family physician, pediatrician, child
developmentalist, doctor of psychology or psychiatrist who specializes in
ADHD. The authors recommend that the first source parents
should consult for finding these experts is
a. your local city or county medical association.
b. national ADHD organizations.
c. your local school.
d. parents of other ADHD children.
ADHD kids are frequently accused of not trying, of being lazy, of not
being good kids. They hear this from parents, siblings, teachers,
classmates, and friends. One ADHD child said, “God make a mistake
when
He put me together.” To offset this damaging feedback, parents
need to
give their ADHD child an “inordinate amount of encouragement,
encouragement, and more encouragement.”
6. When Dusty flunked a Spanish course which he needed in order to
qualify for a state scholarship to college, Dennis responded by
a. telling him not to worry about the scholarship; he would see to it
that
Dusty would get a college education.
b. getting him a tutor so he could take the course over again.
c. getting upset and telling him to try harder.
d. telling him that college was unnecessary so Dusty wouldn’t have to
struggle through four more years of schooling.
HOW TEACHERS CAN HELP THEIR ADHD STUDENTS
1. Maintain an organized, structured classroom with clear
expectations
and rules that have rewards and consequences.
2. Give directions with a minimum of steps to follow (3 to 5).
3. Always give a warning before enforcing a consequence.
4. Designate specific areas in the classroom for different activities: a
snack area, a reading area, a homework area.
5. Assign specific times to specific tasks (“Now it’s time to work on
your
math homework”). This produces a regular, predictable schedule.
6. Give lots of tasks that produce a sense of importance and
responsibility.
7. Use a reward system where they can earn prizes with good behavior
points.
8. Create hands-on activities which are fun for each ADHD child.
9. Give them breaks during long tedious tasks.
10. Keep good communication with their parents.
Chapter 7: School Daze (p. 69-79)
7. If the teacher of an ADHD student is completely uncooperative, either by
not acknowledging the student’s ADHD or by labeling the student as just a
“bad kid”, then the student’s parents should
a. change schools.
b. confront the teacher.
c. immediately arrange a conference with the principal and the school
psychologist.
d. tell other parents how bad that teacher is.
Chapter 8: Brothers, Sisters, and Parents (p. 81-91)
8. According to Dr. Larimore, a physically aggressive ADHD child must be
taught to convert their physical aggression into
a. athletic ability.
b. verbal expression.
c. better grades.
d. more household chores.
Chapter 9: ADHD -- BC and AD (p. 93-99)
9. What do all four of these Biblical figures have in common -- Moses, Saul
(1st king of Israel),
Simon Peter, and John Mark?
a. They all authored a portion of Scripture.
b. They all were known for their humility.
c. They all died as a martyr for their faith in God.
d. Their disabilities did not prevent them from being used by God for His
glory.
Chapter 11: Q & A with Dr. Larimore (p. 107-125)
10. The highest potential for an ADHD diagnosis exists among
a. Caucasian boys.
b. Caucasian girls.
c. Latino boys.
d. African-American boys.
11. Which is NOT a characteristic of ADHD?
a. difficulty getting organized.
b. chronic procrastination.
c. a continual search for high stimulation.
d. a short attention span.
DR. DOMEENA RENSHAW’S “RULES OF THUMB”
WITH HYPERACTIVE CHILDREN
1. Be consistent in rules and discipline.
2. Keep your own voice quiet and slow. Anger is normal. Anger can be
controlled. Anger does not mean you do not love your child.
3. Try hard to keep your emotions cool by bracing for expected turmoil.
Recognize and respond to any positive behavior, however small. If you
search for good things, you will find a few.
4. Avoid a ceaselessly negative approach: “Stop”__ ”Don’t”__ “No”__
5. Separate behavior, which you may not like, from the child’s person,
which you like,
e.g.. “I like you. I don’t like your tracking mud through
the house.”
6. Have a very clear routine for this child. Construct a timetable for
waking, eating, play, TV, study, chores, and bedtime. Follow it flexibly
when he disrupts it. Slowly your structure will reassure him until he
develops his own.
7. Demonstrate new or difficult tasks, using action accompanied by
short,
clear, quiet explanations. Repeat the demonstration until
learned.
This used audiovisual-sensory perceptions to reinforce the
learning.
The memory traces of a hyperactive child take longer to form.
Be
patient and repeat.
8. Designate a separate room or part of a room that is his own special
area. Avoid brilliant colors or complex patterns in décor. Simplicity,
solid colors, minimal clutter, and a worktable facing a blank wall away
from distractions assist concentration. A hyperactive child cannot
filter
out over stimulation himself yet.
9. Do one thing at a time. Give him one toy from a closed box; clear the
table of everything else when coloring; turn off the radio/TV when he
is
doing homework. Multiple stimuli prevent his concentration from
focusing
on his primary task.
10. Give him responsibility, which is essential for growth. The task
should
be within his capacity, although the assignment may need much
supervision. Acceptance and recognition of his efforts (even when
imperfect) should not be forgotten.
11. Read his pre-explosive warning signals. Quietly intervene to avoid
explosions by distracting him or discussing the conflict calmly.
Removal
from the battle zone to the sanctuary of his room for a few
minutes is
useful.
12. Restrict playmates to one or at most two at a time, because he is so
excitable. Your home is more suitable, so you can provide structure
and
supervision. Explain your rules to the playmate and briefly tell the
other parent your reasons.
13. Do not pity, tease, be frightened by, or overindulge this child. He
has
a special condition of the nervous system that is manageable.
14. Know the name and dose of his medication. Give it regularly. Watch
and remember the effects to report back to your physician.
15. Openly discuss with your physician any fears you have about the use
of medications.
16. Lock up all medications to avoid accidental misuse.
17. Always supervise the taking of medication, even if it is routine
over a
long period of years. Responsibility remains with the parents!
One
day’s supply at a time can be put in a regular place and checked
routinely as he becomes older and more self-reliant.
18. Share your successful “helps” with his teacher. The outlined ways to
help your hyperactive child are as important to him as diet and insulin
are to a diabetic child.
12. Which would NOT help an ADHD child do their homework?
a. a study area with many brilliant colors.
b. a study desk facing a blank wall.
c. clearing the table of everything except the subject being studied.
d. not having music/radio/television on in the background.
Chapter 12: Options for Dealing with ADHD (p. 127-152)
13. ________, an ADHD expert and researcher, believes that “parents and
teachers must aid children with ADHD by anticipating events for them,
breaking future tasks down into smaller and more immediate steps, and using
artificial immediate rewards.”
a. Dr. Bill Maier
b. Dr. David B. Stein
c. Dr. Bose Ravenel
d. Dr. Russell A. Barkley
14. ADHD medications have proven to help with all of the following EXCEPT
a. reducing disruptive behavior.
b. improving school performance.
c. improving memorization skills.
d. raising IQ test scores.
15. Which ADHD medications are in the “long-acting” category?
a. Ritlalin, Methylin, Dextrostat, Dexedrine
b. Ritalin SR, Metadate ER, Methylin ER
c. Adderall, Focalin
d. Adderall XR, Concerta, Dexedrine Spansules, Ritalin LA |
