ADHD Guide - Baltimore County Public Schools

Baltimore County Public Schools 

ADHD Identification and Management Guide 

Dale R. Rauenzahn Patsy J. Holmes 

Executive Director, Student Support Services Director, Student Support Services 

Deborah Somerville, R.N., M.P.H. Margaret G. Kidder, Ph.D. 

Coordinator, Health Services Coordinator, Psychological Services 

Towson, Maryland 

2000, 2001, 2006, 2012 revised 

Department of Student Support Services 

Prepared under the direction of 

S. Dallas Dance, Ph.D. 

Superintendent

Board of Education of Baltimore County 

Towson, Maryland 21204 

Lawrence E. Schmidt, Esq. Valerie A. Roddy 

President Vice President 

Michael H. Bowler James E. Coleman 

Michael J. Collins Rodger C. Janssen 

Ramona N. Johnson George J. Moniodis 

H. Edward Parker David Uhlfelder 

Olivia Adams 

Student Representative 

S. Dallas Dance, Ph.D. 

Secretary-Treasurer and Superintendent of Schools 

Baltimore County Public Schools 

Towson, Maryland 21204 

2012

Committee Members 

Marilyn Healy, R.N., N.C.S.N., Specialist, Health Services, Co-chair 

William Flook, Ph.D., Supervisor, Psychological Services, Co-chair 

Jennifer Abbe, School Counselor 

Monica Addison, School Psychologist 

Linda Grossman, M.D., Baltimore County Department of Health 

William Flook, Supervisor, Office of Psychological Services 

Kathleen Hynes, Pupil Personnel Worker 

Beth Lambert, SST/504 Facilitator 

Catherine Lowe, School Counselor 

Jennifer Lynch, School Psychologist 

Patricia Mustipher, School Social Worker 

Lisa Pinsky, School Nurse 

Nancy Quick, School Nurse 

Lisa Vanderwal, School Nurse 

Aaron Wheeler, Psy.D., School Psychologist 

Erika Wood, School Psychologist 

Acknowledgements 

Millie Brown, Administrative Secretary, Health Services

ADHD Identification and Management Guide 

2012 Edition 

TABLE OF CONTENTS 

I. Introduction Page 

A. Background 1 

B. Overview of ADHD 2 

II. Screening and Intervention for Inattentive, Impulsive and/or 

Hyperactive Behaviors through Student Support Team 

A. BCPS Student Support Team Model 5 

B. Teacher-level Teams 6 

C. Student Support Team 7 

Tiered Response to Intervention, Problem Solving Flowchart 11 

D. Student Behavior Plans 12 

E. Procedures for Monitoring Student Progress 14 

III. Implementing Interventions and Supports for Students with Inattentive, 

Impulsive, and/or Hyperactive Behaviors or ADHD 

A. Positive Behavior Planning for the Classroom 15 

B. Positive Behavior Planning Strategies and Techniques for Students with 

Inattentive, Impulsive and/or Hyperactive Behaviors 

16 

C. Additional Interventions in Consultation with Student Support Services 21 

Staff 

D. General Accommodations for Behaviors and Skill Areas 24 

1. Attention to Task 25 

2. Memory 27 

3. Impulse Control 29 

4. Control of Motor Activity 30 

5. Daily Organization 31 

6. Following Directions 32 

7. Handwriting 33 

8. Reading 34 

9. Mathematics 35 

10. Written Expression 36 

IV. Clinical Treatment for Children with ADHD 

A. Medical Management 37 

B. Counseling and Therapy 38 

V. Promoting Parent Involvement

A. Role of the Parent 38 

B. Strategies that Promote Parent Involvement 38 

VI. ADHD Resources 40 

A. Web Sites 41 

B. General Resources 42 

C. Resources for Children and Adolescents 43 

D. Handouts from the National Association of School Psychologists 44 

E. 25 Good Things About Having ADHD 45 

F. Study Suggestions 

VII. References 47

I. INTRODUCTION 

The purpose of the ADHD Identification and Management Guide is to outline a process through 

which the Student Support Team (SST) can conduct screening, assessment, identification, 

intervention, and evaluation of students who exhibit inattention, impulsivity, or hyperactivity that 

interferes with academic performance. The guide is designed to provide information to teachers 

and other school staff to meet the needs of students who exhibit weaknesses and deficits in 

attention, impulsivity, or hyperactivity by differentiating instruction, providing needed 

accommodations, and utilizing school resources. The guide promotes collaboration between 

school staff and parents in the use of evidence-based interventions that support student behavior 

and student achievement in the school setting. 

A. Background 

The ADHD Identification and Management Guide is consistent with the mission of the Baltimore 

County Public Schools (BCPS). The Baltimore County Public Schools’ mission statement is to 

provide a quality education for all students; one that develops the content knowledge, skills, and 

attitudes that will enable all students to reach their maximum potential as responsible, life-long 

learners and productive citizens. 

In 1999, BCPS assembled a multi-disciplinary task force, including parents and community 

members, to address the issue of ADHD and learning. The goals of the ADHD Task Force were 

to improve the education and outcomes for students with ADHD by: 

• Developing processes to better screen, identify, and intervene with students exhibiting 

behaviors of inattention, hyperactivity and/or impulsivity. 

• Maintaining students who exhibit behaviors of inattention, hyperactivity and/or 

impulsivity in general education. 

• Reducing the number of inappropriate referrals to IEP Teams for special education 

services for students with ADHD. 

• Differentiating instruction to meet the learning needs of students with ADHD. 

• Providing resources for students, families, and school staff. 

• Strengthening the collaboration with parents while improving outcomes for students. 

The ADHD Task Force produced the first edition of the ADHD Identification and Management 

Guide in August of 2000, with a revised edition in February 2001. Information was added by a 

multidisciplinary committee during the summer of 2005, with a revised edition in February 2006. 

This revision integrated the screening, identification, and management of students who exhibit 

weaknesses and deficits in attention, impulsivity, or hyperactivity within the Student Support 

Team process. It also assisted school staff and parents in the provision of a continuum of early 

intervention, targeted intervention, and more intensive intervention on the basis of student 

1

esponse and need. Throughout this period, the guide included the use of a screening tool for 

identifying the degree to which student behaviors of inattention, hyperactivity and/or impulsivity 

reached threshold levels requiring intervention. That screening tool was the DuPaul ADHD 

Rating Scale, 4 th Edition (DuPaul-IV) (DuPaul & colleagues, 1998). 

With the 2012 edition of the Guide, the DuPaul-IV is being replaced by the more broadly 

accepted NICHQ Vanderbilt Assessment Scale (2002). It is expected that the use of this 

instrument will enhance the Student Support Team’s capacity to identify and provide 

interventions for students who exhibit varying levels of inattention, impulsivity, or hyperactivity 

in the general education setting. 

B. Overview of ADHD 

Definition 

Attention Deficit/Hyperactivity Disorder (ADHD) is a condition that impairs functioning 

according to the U.S. Department of Education, National Institutes of Health, the US Congress, 

the U.S. Centers for Disease Control and Prevention, and all major medical and psychiatric, 

psychological, and educational associations. According to the Diagnostic and Statistical Manual 

of Mental Disorders Fourth Edition Text Revision (DSM-IV-TR, (ref.), ADHD is a 

neurobehavioral disorder diagnosed on the basis of the following criteria: 

• Symptoms of inattention and/or hyperactivity-impulsivity have persisted for at least six 

months to a degree that is maladaptive and inconsistent with the child’s developmental 

level. 

• Some inattentive and/or hyperactive-impulsive symptoms that have caused impairment 

were present before age seven. 

• Significant impairment from the symptoms is present in two or more settings (home, 

school, social). 

• Clinically significant impairment is clearly evident in social, academic, or occupational 

functioning. 

• Symptoms do not occur exclusively during the course of a pervasive developmental 

disorder, schizophrenia, or other psychotic disorder, and are not more appropriately 

accounted for by another mental disorder (e.g., mood disorder, anxiety disorder, 

dissociate disorder, or a personality disorder). 

Prevalence 

ADHD has been researched extensively, and a significant body of literature exists about the 

condition. The following selected data describe some of the known information. 

The American Academy of Pediatrics (July, 2005) reports that: 

2

• ADHD is the most commonly diagnosed mental health disorder of childhood. 

• 4-12% of school-age children are affected by ADHD. 

• Boys are diagnosed three times more often than girls. 

Wolraich and his colleagues (Pediatrics, June 2005) report that research studies indicate that up 

to one third of all children and adolescents diagnosed with ADHD also meet the diagnostic 

criteria for other co-occurring disorders such as oppositional defiant disorder, conduct disorder, 

learning disorders, anxiety disorders, obsessive-compulsive disorders, depression, and substance 

use disorders. 

Annual reports of school nurses compiled by the Office of Health Services from 2006 to 2011 

indicate that: 

• Approximately 9% of students enrolled in Baltimore County Public Schools are known to 

have been diagnosed with ADHD. 

• During these five years, there has been an increase of 435 students with known ADHD 

diagnoses. 

• An increasing number of students with ADHD have received interventions and 

accommodations through student support plans and 504 plans. 

Diagnosis 

The DSM-IV-TR recognizes three types of ADHD: 

1. ADHD, Predominately Inattentive Type 

2. ADHD, Predominately Hyperactive-Impulsive Type 

3. ADHD, Combined Type 

ADHD, Predominately Inattentive Type is characterized by at least six of the following: 

• Fails to give close attention to details or makes careless mistakes. 

• Has difficulty sustaining attention in tasks or play activities. 

• Does not seem to listen when spoken to directly. 

• Does not follow instructions and fails to complete schoolwork, homework, and chores. 

• Has difficulty organizing tasks and activities. 

• Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort. 

• Loses things necessary for tasks or activities. 

• Is easily distracted by extraneous stimuli. 

• Is forgetful in daily activities. 

ADHD, Predominately Hyperactive-Impulsive Type is characterized by at least six of the 

following: 

• Fidgets with hands or feet or squirms in seat. 

• Leaves seat in classroom or in other situations in which remaining seated is expected. 

• Runs about or climbs excessively in situations in which it is inappropriate. 

3

• Has difficulty playing or engaging in leisure activities quietly. 

• Appears “on the go” or acts as if “driven by a motor.” 

• Talks excessively. 

• Blurts out answers before the questions have been posed. 

• Has difficulty awaiting turn. 

• Interrupts or intrudes on others. 

ADHD, Combined Type is characterized by at least six symptoms from each type. 

ADHD is diagnosed and documented for educational purposes in BCPS by the following 

qualified professionals (See PS 107 and PS 114): 

• Licensed Physician 

• Licensed Nurse Practitioner 

• Certified School Psychologist 

• Licensed Psychologist 

According to the National Association of School Psychologists (NASP) Position Statement on 

Attention Deficit Hyperactivity Disorder (2011): 

• The evaluation of attention issues should be carried out with care and the understanding 

that attention problems may reflect normal development, environmental conditions (i.e., 

instructional match, home stress, social factors), other psychological and medical 

conditions, or some combination of these factors (Wolraich and DuPaul, 2010). 

• A multi-tier system of support should be part of evaluation and intervention since 

attention problems can coexist with other disorders or be symptomatic of a variety of 

problems. 

• When a student does not respond to initial supports, then a multi-method, multi-setting, 

multi-informant evaluation can be conducted as part of diagnosis and treatment. 

• The evaluation should consider the function(s) of the problem behavior(s) in the design 

of interventions. 

• Evaluation of ADHD-related concerns should be linked to interventions, and it is 

recommended that intervention assistance to students, teachers, and parents be provided 

early and for as long as such support is necessary to ensure optimal student behavior and 

school performance (Tobin, Schneider, Reck, Landau, 2008). 

Treatment 

Outcomes for students with ADHD are improved if treatment is a collaborative effort among the 

student, parents, school personnel and health care providers. There are four recognized 

components of ADHD treatment: 

• Behavioral interventions 

• Counseling 

4

• Educational accommodations 

• Pharmacologic therapy 

It is not the place of the school system to make recommendations regarding pharmacologic 

therapy. Through the use of this Guide, the SST can identify and develop supports for students 

in the first three domains in order to enhance their success in school. 

II. SCREENING AND INTERVENTION FOR INATTENTIVE, IMPULSIVE, AND/OR 

HYPERACTIVE BEHAVIORS THROUGH STUDENT SUPPORT TEAM 

A. BCPS Student Support Team Model 

Baltimore County Public Schools has developed a SST model that brings together the knowledge 

and competencies of administrators, teachers, and student support staff to address problems and 

reduce barriers related to student achievement and safe learning environments. Emerging over 

time has been an SST model that is characterized by a three-tiered problem solving process. 

This process promotes schoolwide prevention and early intervention for all students and 

determines the need for additional interventions on the basis of student response and systematic 

progress monitoring. The development of the SST model is consistent with the Maryland State 

Board of Education (MSDE) regulation mandating the provision of a coordinated pupil services 

program for all students, including the use of preventive and remedial approaches to meet 

student needs, as well as alternative and supplemental programs for students at risk (COMAR: 

13a.05.05.01). The SST model is consistent with the MSDE document, A Tiered Instructional 

Approach to Support Achievement for All Students: Maryland’s Response to Intervention 

Framework (MSDE, 2008). 

The following page shows a representation of the SST model that organizes the development, 

implementation, and monitoring of interventions and teams by the three tiers. 

5

Tier 1: Universal 

Interventions Monitored 

by Teacher-level Teams 

Tier 1 refers to core instruction and universal academic and behavioral interventions provided to 

all students across all settings. Tier 1 interventions are generally monitored by teacher-level 

teams. Tier 2 refers to targeted interventions provided to individual students, groups of students, 

or settings on the basis of more complex needs. Tier 2 interventions are generally monitored by 

the SST. Tier 3 refers to more intensive interventions and/or special education interventions that 

are generally monitored by either the SST or IEP Team. 

B. Teacher-level Teams 

5-12% 

8-15% 

80% of Students 

The teacher-level teams monitor student behaviors that are inattentive, impulsive, and/or 

hyperactive and interfere with learning and achievement. These teams implement interventions 

over a period of time to determine response to intervention. 

• Inattentive behaviors can include: fails to pay attention to details; makes careless 

mistakes; has difficulty sustaining attention in tasks or play; does not seem to listen when 

spoken to directly; fails to follow instructions and complete tasks; has difficulty planning 

and organizing; loses things necessary for tasks and activities frequently; is distracted by 

noises or extraneous stimuli; is forgetful during activities. 

• Impulsive behaviors can include: blurts out answers before the questions have been 

asked; has difficulty waiting for turn; interrupts or intrudes on others. 

• Hyperactive behaviors can include: fidgets with hands, feet or other objects; moves in 

seat; leaves seat; runs about or climbs excessively; has difficulty playing or engaging in 

leisure activities quietly; appears “on the go” or acts as if “driven by motor;” talks 

excessively. 

6 

Tier 3: Intensive Interventions 

and/or Special Education 

Services Monitored by the SST 

or IEP Team 

Tier 2: Targeted 

Interventions Monitored 

by the SST

The teacher level teams may: 

• Review and analyze student data regarding behavioral and academic progress. 

• Review whether behavioral expectations are being communicated to the student as code 

of behavior and classroom rules. 

• Review whether academic content is being presented at an appropriate instructional level 

with differentiation strategies. 

• Consult with the school nurse regarding health issues. 

• Consult with school counselor, school social worker, or school psychologist regarding 

academic expectations and adjustment issues. 

• Consult with or refer to the PPW for family issues. 

• Recommend specific instructional interventions to address behaviors. 

• Support teacher in monitoring interventions. 

• Communicate with parents. 

• Refer to the Student Support Team when lack of response to Tier 1 interventions has 

been documented. 

C. Student Support Team 

Students with inattentive, impulsive, and/or hyperactive behaviors are referred to the SST when 

they do not respond to classroom management and interventions within the classroom and these 

behaviors continue to interfere with learning and achievement. The process of screening 

students for attention concerns or ADHD through the SST begins with a request by the parent or 

a referral by a teacher-level team. 

A school staff member from the teacher-level team should request the Referral to SST Form 

from the SST chair. (All SST forms are available on TIENET.) The form should be completed 

and submitted to the SST chair. The SST chair or designee will: 

• Screen the referral information in consultation with appropriate support staff and 

determine if an initial SST meeting needs to be scheduled. Some referrals to SST may 

not require an initial SST meeting. The concern may be addressed through individual 

case management and/or by a teacher-level team. 

• Consult with the parent and invite the parent to the initial SST team meeting if warranted. 

7

• Distribute the SST Teacher Input Form to all of the student’s teachers in the case where 

an initial SST meeting is scheduled. 

• Refer to IEP team if the student has not responded adequately to Tier 1 and 

Tier 2 interventions, is suspected of disability as defined by IDEA, including adverse 

educational impact, and need for specially designed instruction and services. 

Refer to IEP Team when a parent orally or in writing suspects a disability as defined by 

IDEA, including adverse educational impact and need for specially designed instruction 

and services. 

Initial Meeting 

The SST will: 

• Review all data regarding behavior, learning, and response to interventions provided by 

teachers and parents. 

• Review any information provided by health care providers. 

• Review relevant information from the student record including educational, 

developmental, health, and social history. 

• Determine if the Vanderbilt Assessment Scale (available from the school nurse) should be 

completed for screening of behaviors. Parents should be invited to the SST meeting and 

be involved in decisions regarding the use of the screening measure. The school nurse 

will disseminate, collect, and score the home and school versions of the Vanderbilt 

Assessment Scale (see the Response to Intervention, Problem Solving Flowchart). 

Parents may request completion of the Classroom Teacher Behavior Checklists 

(BEBCO 0782) at any time to provide information to the student’s health care provider. 

If health care providers prefer other rating scales, school nurses will comply as requested 

by parents. Decisions to consult with a health care provider regarding ADHD-like behavior 

are a parental decision. The team should not direct or suggest to a parent that a medical 

evaluation for ADHD is needed. 

• Determine if additional information or classroom observation is needed. 

• Determine follow up steps, including referral to school staff for individual case 

management or development of a student support plan. Use the SST Plan Form in 

TIENET to specify measurable goals, interventions, accommodations, strategies, and 

supports to be implemented in the classroom and school settings. 

8

• Refer to IEP team if the student has not responded adequately to Tier 1 and 

Tier 2 interventions, is suspected of disability as defined by IDEA, including adverse 

educational impact, and need for specially designed instruction and services. 

• Document outcomes of the SST meeting and necessary follow-up using the SST Summary 

Form in TIENET. 

Progress Review Meeting 

The SST will: 

• Review any new data regarding behavior, learning and response to interventions provided 

by teachers, parents, health care providers, or others. 

• Review the results of the Vanderbilt Assessment Scale for screening of behaviors. 

If the student meets the ADHD screening criteria the SST may: 

• Develop or revise a Student Support Plan utilizing the information from the Vanderbilt 

Assessment Scale and response to interventions, accommodations, strategies, and 

supports being implemented in the classroom and school settings. Progress towards goals 

on the Student Support Plan should be noted on the SST Plan Form (i.e., goal achieved, 

progress made, no progress) when reviewing and revising student support plans. Based 

on progress, goals and/or interventions may need to be revised. 

• Identify additional assessments to be conducted (e.g., observations, rating scales, 

curriculum-based assessments, Functional Behavioral Assessment). Required parent 

permission for assessments will be obtained using the Parent Permission for Student 

Support Team Assessment Form. If the school psychologist is involved in these 

assessments, the SST Chair or designee will complete the Referral to Psychological 

Services For (available on TIENET). 

• If standardized, norm-referenced testing appears necessary, it may be appropriate to 

consider a referral to the IEP team. 

• Document outcomes of the SST meeting and necessary follow-up using the SST Summary 

Form in TIENET. 

• Send information to the health care provider, if requested by the parent. The parent will 

complete the Consent for Release of Records (BEBCO 0907) and the school nurse will 

send the Vanderbilt Assessment Scale Summary, accompanied by the Vanderbilt 

Assessment Scale Letter to Health Care Provider. Supporting data from the team 

meeting may also be sent. 

If the student does not meet the screening criteria, the SST may develop additional interventions, 

develop or revise a Student Support Plan, and/or consider the need for additional assessment 

9

information. The result of the VAS and other information may be sent to the health care provider 

with written permission of the parent. 

Provision of school services or attendance in school may not be made contingent on the 

parent obtaining an evaluation or treatment from an outside provider. Regardless of the 

parent’s decision regarding medical treatment, the school must offer appropriate services or 

programming for a student. 

Additional Progress Review Meeting(s) 

The SST may: 

• Review assessment results. 

• Review/revise the Student Support Plan in TIENET and note progress towards goals and 

changes in interventions, accommodations, strategies, and supports. 

• Consider Section 504 eligibility for students diagnosed with ADHD and manifesting a 

substantial limitation to a major life activity as outlined in the Pupil Services Manual, 

PS 114. 

• Develop a 504 Plan for eligible students diagnosed with ADHD and manifesting a 

substantial limitation to a major life activity, such as learning. 

• Develop a Behavior Intervention Plan as an outcome of a Functional Behavioral 

Assessment. 

• Identify the timeline for implementation, monitoring, and review of the Student Support 

Plan, 504 Plan or Behavior Intervention Plan. 

• Provide feedback to the health care provider, as appropriate. The school nurse will 

distribute the Classroom Teacher Behavior Checklists (BEBCO 0782) to all teachers and 

send to the health care provider and parent as requested. 

• Refer to IEP team if the student has not responded adequately to interventions, is 

suspected of disability as defined by IDEA, including adverse educational impact, and 

need for specially designed instruction and services. 

10

Step 1: The teacher differentiates 

instruction, implements effective 

classroom organization and 

management strategies, and teaches 

and reviews behavior expectations 

and classroom routines. 

Continue to differentiate 

instruction, implement 

interventions, and monitor student 

progress. 

Step 7: The SST reconvenes to review: 

-The student’s response to interventions 

and progress toward measurable goals, 

and the results of the Vanderbilt 

Assessment Scale, if administered. 

-Parents may consider sharing results of 

the scales and outcomes of the SST 

meeting with a physician or other medical 

provider. 

Note: The results of the Vanderbilt 

Assessment Scale can be used to 

develop/revise a Student Support Plan. 

YES 

Is the Vanderbilt 

screen positive? 

Tiered Response to Intervention, Problem Solving Flowchart 

Teacher notes concerns about inattentive, impulsive, 

or hyperactive behaviors exhibited by student. 

NO 

In some cases, a parent will consult with 

a physician or other medical provider 

and the student may receive a diagnosis 

of ADHD. 

In some cases, the SST may consider the 

need to evaluate/assess for ADHD. 

In some cases, the student should be 

referred to the IEP Team for evaluation 

and consideration of need for formalized 

assessments. 

Step 2: The teacher discusses concerns 

at a teacher-level team, reviews data to 

help clarify the problem(s), and 

identifies interventions as needed. The 

teacher communicates concerns with 

parent (ex. parent-teacher conference). 

YES 

Progress 

Made? 

11 

NO 

Step 6: Outcomes of the initial 

SST meeting are implemented. 

For example: 

-Additional interventions 

and/or Student Support Plan 

are implemented. 

-Vanderbilt Assessment Scale 

are distributed to teachers and 

parents by the school nurse. 

Continue to implement 

the Student Support 

Plan, monitor student 

progress, and revise 

plan as needed. 

If a student has a documented impairment, 

the SST may need to consider the student’s 

504 eligibility, if there is substantial 

limitation and need for specific 

accommodations. 

It should be noted that a diagnosis alone does 

not automatically equate to a 504 disability. 

If there is no substantial limitation or only 

minor adjustments are needed, a Student 

Support Plan may be more appropriate. The 

SST may need to reconsider the student’s 

504 eligibility in the future, as needed. 

Step 3: The teacher implements 

individual interventions 

consistently for 30-60 days. The 

teacher collects and maintains data 

to help monitor student response to 

interventions. 

Step 4: The teacher refers the student to 

the Student Support Team (SST). 

The SST screens the referral and 

determines if an initial SST meeting is 

needed. 

Step 5: Initial SST meeting – SST 

reviews data and determines if the 

following are needed: 

-Additional interventions 

-Development of a Student Support 

Plan 

-Additional data collection, such as 

the Vanderbilt Assessment Scale 

Note: If limited progress has been made, it 

may be necessary to recycle through the databased, 

problem-solving process to further 

clarify the problem, revise the plan as needed, 

and determine next steps. 

Note: The student 

should be referred to the 

IEP Team if the student 

has not responded 

adequately to 

interventions and is 

suspected of a disability 

as defined by IDEA. 

Suspicion of an IDEA 

disability includes 

adverse educational 

impact and need for 

specially designed 

instruction/services.

D. Student Behavior Plans 

Individual student behavior plans are positive behavior plans for students who exhibit 

challenging behaviors that impact on learning and achievement and do not respond to schoolwide, 

setting-specific, or classroom plans, programs, or services. Student behavior plans include 

individualized interventions, supports, accommodations, or strategies that are implemented in the 

classroom and other school settings and monitored for student response and progress over time. 

Individualized classroom interventions, Student Support Plans, 504 Plans, Individualized 

Education Programs (IEP), and Behavior Intervention Plans (BIP) are types of individual student 

behavior plans currently developed, implemented, and monitored in BCPS as outlined in the 

Pupil Services Manual, PS 122, Student Behavior Plans. 

http://www.bcps.org/offices/sss/psManual/PS122.pdf 

Student Support Plans 

• Student Support Plans are developed through the SST to address complex academic 

and/or behavior concerns that have not been resolved adequately by other classroombased 

interventions, setting interventions, and/or schoolwide interventions. 

• Student Support Plans include one or two specific measurable goals, interventions to 

address the goals, and identification of data points that will be used to monitor student 

progress over time. 

• Student Support Plans may include strategies and interventions to address academic 

needs that are impacting the student’s behaviors. 

• Student Support Plans cannot include testing accommodations for districtwide 

assessments or statewide assessments such as MSA or HSA. 

• Student Support Plans are developed, reviewed, and monitored by the SST. 

504 Plans 

• Section 504 of the Rehabilitation Act of 1973 is major federal legislation involving the 

civil rights of persons with disabilities that prohibits discrimination or exclusion on the 

basis of disability alone and provides students with disabilities equal access to general 

education programs and services. Section 504 impacts all programs and activities that 

receive federal funding. See Pupil Services Manual, PS 114, Procedures for Providing 

Accommodations and Services to Students Under Section 504 of the Rehabilitation Act of 

1973. http://www.bcps.org/offices/sss/psManual/PS114-Procedures.pdf). 

• 504 Plans are developed for students with diagnosed a physical or mental impairment that 

substantially limits one or more major life activities to ensure equal access to general 

education programs and services and provide Free and Appropriate Public Education 

(FAPE). 

12

• 504 Plans may include instructional accommodations, materials, testing accommodations, 

physical facility accommodations, and necessary related services. 

• Instructional accommodations may include behavioral interventions, supports, or 

strategies that are specific to the student’s diagnosed physical or mental impairment. 

• Testing accommodations for MSA or HSA can be included. The selection of testing 

accommodations must be guided by data, specific to the student need and diagnosed 

impairment, and derived from daily classroom accommodations as outlined in the Pupil 

Services Manual, PS 114. 

• 504 eligibility determination and 504 Plans are developed, reviewed, and monitored by 

the SST. 

Individualized Education Programs 

• IEPs are developed for students who have a disability as defined by the Individuals with 

Disabilities Education Act (IDEA) and require specially designed instruction and related 

services. 

• IEPs may include individualized goals and objectives, direct services, supplemental aids, 

services, and program modifications, instructional and testing accommodations, and 

special considerations and accommodations. Individualized goals address specific skill 

or performance deficits that significantly interfere with the learning and educational 

performance of the student. 

• Direct services include counseling services, social work services, psychological services, 

school health services, parent counseling and training, and other services as specified by 

MSDE. Supplementary aids, services, program modifications and supports may include, 

but are not limited to, behavior interventions and supports, instructional adaptations, 

curriculum accommodations and modifications, and individualized supports. Examples 

may include: consultative services, access to behavior intervention services, behavioral 

supports, contracts, and/or point sheets. Additional assessments and plans, such as a 

Functional Behavioral Assessment and a Behavior Intervention Plan, may not be 

necessary if the student’s behavior planning needs can be met in the IEP document. IEPs 

are developed, reviewed, and monitored by the IEP team. 

Functional Behavioral Assessments/Behavior Intervention Plans 

• A Functional Behavioral Assessments (FBA) is needed when individualized classroom 

interventions, Student Support Plans, 504 Plans, or IEPs are not effectively managing the 

students’ behaviors. The FBA gathers specific information about challenging behaviors. 

• A FBA is a systematic process of gathering and analyzing information about the purpose 

and the context of the student’s behavior pattern. This information is used to guide the 

13

development of an effective and efficient BIP to reduce problem behaviors and facilitate 

positive behaviors in the school setting. 

• FBAs and BIPs are developed, reviewed, and monitored by the SST or IEP team as 

appropriate. 

E. Procedures for Monitoring Student Progress 

• The review of a Student Support Plan or 504 Plan may take place during a teacher-level 

or grade level meeting if the student is making progress and no changes are required to 

the plan. 

• A student should be referred to the SST when there is poor response to the interventions 

and accommodations included in the Student Support Plan, the 504 Plan or the BIP. The 

SST should meet to engage in problem-solving, determine if changes to the plan are 

required, and identify necessary follow-up. 

• It is recommended that the SST chair periodically run a report in TIENET to maintain an 

accurate list of students with Student Support Plans, 504 Plans, and BIPs. The 

confidential list of students with individual student plans should be shared with school 

staff through teacher-level teams, or other contacts as appropriate. 

• Individual student plans should be reviewed by school staff at the beginning of the school 

year, and throughout the school year as appropriate. 

• It can be helpful to notify parents at the beginning of the year regarding the student’s case 

manager and the name and phone number of a contact person at the school. By simply 

communicating this at the beginning of each school year, parents are informed and know 

who to contact if questions or concerns arise throughout the school year. A brief form 

letter can be created to identify the case manager or contact person with phone number or 

email. Consider maintaining documentation of this contact in the student’s folder. 

• It is important that individual student plans are articulated to subsequent schools and 

teachers when students move to a new school or during transition from elementary to 

middle or middle to high school. SST chairs or other school staff of the sending school 

should highlight students with Student Support Plans, 504 Plans, and BIPs during the 

articulation with the receiving schools. 

• School nurses consult with the receiving school nurses regarding medical management. 

• Students diagnosed with ADHD with IEPs are transitioned through special education 

procedures. 

14

III. IMPLEMENTING INTERVENTIONS AND SUPPORTS FOR STUDENTS WITH 

INATTENTIVE, IMPULSIVE, AND/OR HYPERACTIVE BEHAVIORS AND ADHD 

DIAGNOSES 

A. Positive Behavior Planning for the Classroom 

Diversity is an asset for any school system or school. As diverse populations grow within 

schools, so does the need to implement interventions that specifically address the needs of 

students from various backgrounds. In BCPS, the student population represents a multitude of 

racial, ethnic, and religious groups who are further diversified by geographical area, local 

community identity, socioeconomic status, gender and age. In order to make interventions most 

effective, it is necessary to recognize the impact of cultural differences in areas such as multiple 

intelligence, discipline, student learning styles, and student learning preferences. Diversity 

within the classroom should stimulate educators and school-based personnel to use relevant 

techniques and strategies to enhance success for students with ADHD from all backgrounds. 

Systems of positive behavioral interventions and supports for students manifesting behaviors of 

inattention, impulsivity, and/or hyperactivity should extend and support the schoolwide system 

so that all students may be successful across variations in curriculum, instructional styles, 

classroom routines, and in all school settings. Research demonstrates that there are some basic 

principles of effective instruction and positive classroom management systems that produce 

results. 

Behavioral principles that are applied by teachers in managing students with inattentive, 

impulsive, and/or hyperactive behaviors are largely the same principles used to manage the 

behavior of all students. To effectively meet the needs of these students in managing their 

behaviors, teachers need to be systematic in the applications of behavioral principles and 

consistent in providing positive and corrective strategies. At the same time, teachers need to be 

attentive to the changing needs of the student for positive, preferably intrinsic, reinforcement. 

To establish a classroom system of positive behavior interventions and supports: 

• Keep students engaged in learning. 

• Clearly state behavioral expectations. 

• Positively reinforce appropriate behavior. 

• Encourage consistent family support. 

• Utilize developmentally and culturally appropriate interventions. 

• Adopt classroom management and disciplinary practices that combine proactive, 

instructive, and corrective strategies. 

• Consider environmental support. 

15

• Establish predictable routines. 

• Provide advance organizers/precorrections. 

• Consistently enforce school/class rules. 

• Correct rule violations and social behavior errors proactively. 

• Promote cooperation among students rather than competition. 

• Promote student involvement. 

• Display warmth and acceptance toward students. 

• Collect data to monitor intervention effectiveness and student outcomes. 

• Request assistance for students who exhibit chronic and/or serious behavior problems. 

B. Positive Behavior Planning Strategies and Techniques for Students with Inattentive, 

Impulsive and/or Hyperactive Behaviors 

In the process of establishing a classroom system of positive behavior interventions and supports, 

teachers should consider a variety of strategies or techniques to manage inattentive, impulsive, 

and/or hyperactive behaviors of individual students or groups of students. A number of 

strategies or techniques are suggested below for implementation by teachers in the classroom and 

other school settings. It is recognized that the list is not all inclusive and can be used with most 

students, but the following may be particularly effective with the students who are the subject of 

this guide. 

Use peer involvement 

• Promote tutoring (study buddies). 

• Monitor, mentor, and/or mediate with peers. 

• Establish cooperative learning groups. 

Provide positive reinforcement 

• Be specific about the behavior being reinforced. 

• Label the behavior you like. 

• Reinforce behavior immediately and frequently. 

16

• Reinforce effort. 

• Reinforce improvement. 

• Keep reinforcement uncontaminated by qualifiers or put-downs. 

• Be sincere and appropriately enthusiastic; no backhanded compliments (it’s about time 

you finished that assignment!). 

• Positively reinforce at a ratio of four positives to one negative. 

Respond to inappropriate attention-seeking behavior 

• Ignore behaviors that do not bother other students. 

• Use P.E.P. (Proximity, Eye contact, and Privacy) to avoid embarrassment, 

confrontations, and public criticism, thereby preserving student integrity. Always be 

conscious of culture when making eye contact. 

• Always address student by name. Make eye contact and be aware of your non verbal 

behavior when addressing the student. 

• Use verbal and non verbal cues to help students comply with expectations. 

• Validate the student by providing unconditional, positive regard. 

• Change student's seat. 

• Use humor and provide student the opportunity for laughter. 

• Use spontaneity to maintain attention and control. 

− Turn off the lights 

− Play music 

− Intentionally lower your voice almost to a whisper 

− Change your voice 

− Stop teaching temporarily 

• Redirect the student from undesirable behavior. 

− Ask the student a simple, pertinent question 

− Ask a favor (an errand, chore) 

• Change the activity (works for many students). 

• Give choices (amount, location, time). 

17

Communicate clear and explicit behavioral expectations 

• State If/Then, "When you have completed the task, then you may use the computer." 

• Use Target-Stop-Do, "John, stop making noise, look at the test." 

• Catch him/her doing something good and say, "I like the way you are.... Thank you." 

• Only set rules that you can enforce when making a request of the student. Be direct, firm, 

and respectful. 

• Use natural and logical consequences when offenses occur. 

• Consequences should be respectful, reasonable, reliably enforced. 

• Help students clarify choices and the consequences of those choices, and encourage 

students to make good decisions. 

• Allow students the opportunity for self-expression and validate students’ feelings. 

Prepare students for successful transitions throughout the school day 

• Give short prompts. 

• Provide clear rules and expectations. 

• Model desired behavior. 

• Have the student lead the group or walk with a partner. 

• Reinforce success often. 

• Provide motor or tactile stimulation. 

Avoid power struggles 

• Acknowledge the student's power. 

• Monitor rate and volume of speech. 

• Realize you cannot "make" anyone do anything. 

• Encourage delayed gratification by designating a time and place for discussion and 

problem solving. 

18

• Schedule a student/parent conference. 

• Use empathy (agree, yes, I am, you may be right). 

• Validate student's point of view and assist student with other points of view (to you it 

may seem stupid, to me it is very important). 

• Avoid circular debating. 

• Express confidence in student's ability to meet expectations. 

• Use a closing statement, "We can talk later if you like." 

• Rephrase, reflect, and review student's consequences of choices. 

• Remove the audience. 

• Be flexible. Model negotiating skills such as compromise and decision-making skills. 

• Avoid giving ultimatums. 

Provide time-out periods 

• Allow time for the student to calm down, reflect, and make appropriate choices with the 

goal of returning to instruction. 

• Use the Language of Choice when implementing a time out, "John, you may stop arguing 

or you may go to the chill out area. You decide." 

• Individualize time out according to student need. 

• Make the time out as brief as possible, two to five minutes. 

• Have a designated area. 

• Ignore the student while in the time out, if appropriate. 

• Have an alternative time-out area outside the room. 

• Document the antecedents to the behavior and any consequences related to the behavior 

according to the school/classroom designated system. 

• Reconnect with the student after the time out is completed. 

19

• Reinforce positive behavior as soon as possible after the time-out. 

Structure a token economy 

• Explain the concept of a token economy to the student. 

• Target the problem behavior with the assistance/input of the student. 

• Select a secondary reinforce (tokens, poker chips, stickers). 

• Utilize social reinforcers (praise, special tasks, social lunches). 

• Assign value to the tokens (number of tokens earned for a desired behavior during a 

designated period of time). 

• Make a reinforcement list for which the tokens can be exchanged, with student input. 

• Agree upon a time frame to exchange tokens for primary reinforcers. The time frame for 

cashing in should be short initially and gradually lengthen. 

• Assess the student’s understanding of the entire system. 

• Evaluate the effectiveness of the token economy system on an ongoing basis. 

Construct behavioral contracts 

• Discuss the nature, purpose, and motivation for beginning a contract. 

• Select jointly two to three target behaviors identifying only those behaviors over which 

the student has some control. 

• Demonstrate the behaviors and ask the student to role play the behaviors. 

• Decide how you will measure and record data. 

• Decide jointly on the reinforcer list. 

• Create a contract. Spell out student and teacher expectations and consequences. 

• Build in expectations of all parties: teacher/staff, student, and parent. 

• Review/revise the contract daily and weekly as needed. 

20

Implement individual monitoring strategies 

• Expect the student with ADHD to develop adequate levels of self-control and selfdiscipline. 

- Self-Monitoring: the student learns to observe and record his/her own target 

behaviors. 

- Self-Reinforcement: the student reinforces his or her own positive performance. 

- Self-Instruction: assist the student in using "stop-look-listen" skills to complete a task. 

• Model positive skills that the student will exhibit. 

• Support the student’s performance with constructive feedback. 

C. Additional Interventions in Consultation with Student Support Services Staff 

Students with significant inattentive, impulsive, and/or hyperactive behaviors with or without 

diagnosis of ADHD may benefit from additional interventions and supports in consultation with 

student support services staff. Techniques can be included in a Student Support Plan or 504 Plan 

as appropriate. It is important for teachers, parents, and other student support team members to 

work together to keep a focus on academic achievement and to implement interventions and 

supports that will improve academic achievement. Selected interventions and supports are 

suggested below that can be implemented in the classroom, other school settings, or across 

settings within the school as a whole. 

Social Skills Training 

• Social skills training involves teaching students with ADHD appropriate social skills in a 

general education classroom or small group setting. 

• Content should include: 

- Empathy awareness 

- Impulse control 

- Anger management 

- Self-esteem promotion 

- Problem solving 

- Organizational skills 

- Interpersonal relationships 

21

Self-Management Systems 

• Train students to monitor and evaluate their own behavior without constant feedback 

from the teacher. 

• The teacher and the student collaborate to identify behaviors that will be managed by the 

student. 

• The teacher provides a written rating scale that includes the performance criteria for each 

rating. 

• The teacher and student separately rate student behavior during a class and compare 

ratings. 

• The student can earn bonus points if the ratings match or are within one point. 

• Points can be exchanged for tangible rewards. 

• Teacher involvement is faded over time and the student becomes responsible for selfmonitoring. 

Check-In/Check-Out Programs 

• Provide students time in the morning to check in with an assigned teacher/staff member 

before going to their homeroom to ensure that the student is prepared and ready to learn. 

• At the end of the day, the student returns to the same teacher to check out to make sure 

that the student has all needed materials to complete homework and to review the 

student’s behavior chart or point sheet. 

Positive Behavioral Interventions and Supports (PBIS) 

• PBIS is a positive behavior planning process that creates safe school environments that are 

conducive to learning and achievement. The PBIS process establishes consistent schoolwide 

and classroom behavioral expectations that are communicated, taught, practiced, and reinforced 

by administration, school staff, students, and parents. School-based PBIS teams review 

attendance, discipline, and other behavioral data to implement interventions that support positive 

school climate, increase attendance, decrease disciplinary incidents, and increase time for 

classroom instruction. http://www.pbis.org/ 

Refer to the BCPS Positive Behavior Planning Guide (2003) as an additional resource. 

http://www.bcps.org/offices/sss/pdf/Positive-Behavior-Planning-Guide.pdf 

22

D. General Accommodations for Behaviors and Skill Areas 

The student with inattentive, impulsive, and/or hyperactive behaviors needs more frequent and continuous interactions and feedback 

that are both positive and redirective to task. The following evidence-based accommodations reflect educational theories and 

neurobehavioral principles and are designed to assist teachers with the complex task of managing behavior and improving student 

performance in specific skill areas. 

These General Accommodations and Assistive Technology tools provide a means for 

supporting students in the general education setting by facilitating student access to 

the content. The following charts include suggestions for individualized strategies. 

Strategies are not necessary for all students. Some suggested strategies are 

appropriate for test taking (see MSDE Accommodations Manual, February 2008, at 

http://www.msde.state.md.us/usde/pdf/J/MAM_2008.pdf). 

23

1. General Accommodations/Assistive Technology: ATTENTION TO TASK 

Concern in Skill Area Method Accommodations Material Accommodations 

Low Tech Tools 

• Fails to give attention to 

detail 

• Makes careless mistakes 

• Has difficulty sustaining 

attention 

• Difficulty following 

multi-step directions 

• Does not listen when 

spoken to directly 

• Fails to follow through 

on instructions 

• Fails to complete work 

• Avoids tasks requiring 

sustained mental effort 

• Often misplaces objects 

necessary for tasks and 

activities 

• Forgetful in daily 

activities 

• Is easily distracted by 

extraneous stimuli 

• Seat the student in a quiet 

area/or near a good role 

model 

• Seat the student near a study 

buddy to provide peer 

assistance in note-taking 

and checking work 

• Seat the student away from 

distracting stimuli 

• Allow the student extra time 

to complete assigned work 

• Shorten assignments or 

work periods to coincide 

with the student’s attention 

span 

• Break longer assignments 

into smaller components 

• Give assignments one at a 

time to avoid overwhelming 

the student 

• Pair written instructions 

with oral instructions and 

make instructions clear 

• Ask the student to repeat 

directions 

• Study carrel 

• Desk and chair should be the 

right size and free from needed 

repair 

• Timers 

• Copies of overheads 

• Highlighters 

• Block or frame work 

• Remove pages from workbook 

• Have materials partially filled 

in with information not being 

assessed 

• Use clipboards 

• Provide photocopied pages 

rather than requiring copying 

from the board or book 

• Individualized chalk boards or 

dry erase boards 

• Give reminders on post-it 

notes 

• Provide desk examples as a 

reference 

24 

Assistive Technology 

High Tech Tools 

• Provide motivating computer 

programs for specific skill 

building and practice; 

programs should include 

frequent feedback and selfcorrection 

• Allow use of computer to 

complete assignments 

• CD/tape recorder/MP3 and 

Play Always to record work, 

taped lessons, read aloud, 

listen to prerecorded lessons 

or readings 

• Use of computers with screen 

enlargement programs or a 

larger monitor 

• Screen reading software for 

verbatim reading that converts 

text to speech 

• List of approved Assistive 

Technology Software 

(January, 2010) from BCPS 

Assistive Technology Office 

http://www.bcps.org/offices/assistec 

h/pdf/at_software.pdf

1. General Accommodations/Assistive Technology: ATTENTION TO TASK (cont.) 



• Look directly at the student 

and call the student by name 

when addressing the student 

with a question or a 

statement 

• Provide a written outline of 

the lesson when possible 

• Seek to involve the student 

in the presentation of the 

lesson 

• Cue the student to stay on 

task by use of a private 

signal you and the student 

have agreed upon 

• Use auditory and visual 

signs 

• Move around the room and 

establish eye contact 

• Allow student to be assessed 

orally 

• Use sign language 

25 

• Use auditory signals such as 

a bell, beeper, music, or 

tuning fork 

• Use visual signs (flash the 

lights, raise your hand, use 

sign language) 

Adapted From Baltimore County Public Schools – Winter 2008 Department of Federal and State Programs Office of Special Education 


High Tech Tools

2. General Accommodations/Assistive Technology: MEMORY 



• Forgets items 

necessary for tasks or 

activities 

• Is forgetful in daily 

activities 

• Does not remember 

what he said or who he 

spoke to 

• Does not remember 

routes to get from 

point A to point B in 

various locations 

• Does not recall that 

homework was 

assigned 

• Is unable to remember 

facts covered in class 

when given classwork 

or tests on that 

material 

• Develop routines for repetitive activities. 

This will help students to successfully 

follow through on activities. 

• Seat the student near a well-focused study 

buddy to provide peer assistance in note 

taking and checking work. 

• Seat the student away from distracting 

stimuli to assist with ability to focus. 

• Use a study carrel or privacy board for 

seat work. 

• Teach the student to use visualization and 

association method to create mental hooks 

to retrieve information (Pictionary). 

• Break longer assignments into smaller 

components. 

• Pair written and oral instructions with a 

picture example (mental hook) to help the 

student retrieve information from long- 

term memory. 

• End-of-day check by teacher/aide for 

expected books/materials to take home for 

homework. 

• Allow extra time for student to retrieve 

information to complete tasks. 

• Increase the amount of modeling, 

demonstration and guided practice 

26 

• Daily planner 

• Daily student checklists 

• Desk copies of projected 

materials so student may create 

mental hooks 

• Highlighters or color pencils to 

draw mental hooks 

• Visualization and association 

games built into the school day 

to strengthen memory skills, 

flash cards (Atlanta is the 

capitol of Georgia ,visual image 

of an ant standing on top of 

George Washington’s head) 

• Develop habit of creating 

concrete images of abstract 

material student needs to recall 




• Encourage and allow 

the use of technology 

to mentally engage 

the student 

• Provide motivating 

computer brain 

games for memory 

building practice; 

programs should 

include frequent 

feedback and self 

correction

2. General Accommodations/Assistive Technology: MEMORY (cont.) 



• Has difficulty 

recalling sequence of 

letters (spelling) or 

numbers (phone 

number, locker 

combination) 

• Shorten assignments or work periods to 

coincide with the student’s attention 

span 

• Many opportunities for hands-on 

projects to assist in concept retention 

• Multisensory instruction to help student 

sustain attention and improve retention 

of subject matter 

27 

• Make time during the school 

day for the student to review 

the images, to play 

memorization games with 

math facts, spelling words, 

current events, presidents, state 

capitols, etc. 

• Design classwork assignments 

so that the student has 

repetition of new material in a 

variety of forms (vocabulary 

skill builders) 



• Provide computer 

exercises that focus 

on developing 

sustained attention 

and working 

memory. 

Visual field (bird 

watching) 

Spatial recall 

(memory matrix) 

Response inhibition 

(color match)

3. General Accommodations/Assistive Technology: IMPULSE CONTROL 

Concern in Skill Area Method Accommodation Material Accommodations 


• Acts before thinking 

• Blurts out responses, has 

difficulty waiting 

• Interrupts or intrudes on 

others 

• Talks excessively 

• Fidgets with hands, feet, or 

squirms in seat 

• Leaves seat when remaining 

in seat is expected 

• Ignore minor, inappropriate 

behavior 

• Increase the immediacy of 

rewards/consequences 

• Use time-out procedures for 

misbehavior 

• Use time-out to prevent 

misbehaviors 

• Supervise student closely 

during periods of transition 

• Avoid lecturing or criticism 

in front of peers 

• Attend to positive behavior 

with compliments 

• Seat the student near a good 

role model or teacher 

• Develop a behavior contract 

• Call on the student only 

when he/she is acting 

appropriately 

• Ignore the student when 

he/she is calling out 

• Allow student to be assessed 

orally 

28 

• Classroom behavior charts 

• Individualized behavior 

charts 

• Passes to see counselor, take 

a drink break, go to 

bathroom 

• Room arrangement to 

ensure good visibility, role 

models and proximity for 

instruction and cueing 





computer programs for 

specific skill building and 

practice; programs should 

include frequent feedback 

and self-correction 




Play Always to record 

work, tape lessons, read 

aloud, listen to prerecorded 

lessons or readings

4. General Accommodations/Assistive Technology: CONTROL OF MOTOR ACTIVITY 



• Fidgets and squirms 

• Frequently leaves seat 

• Runs or climbs excessively 

• Talks incessantly, loud, 

boisterous talking 

• Is restless 

• Has difficulty planning or 

engaging in leisure activities 

quietly 

• Is on the go or often acts as 

if driven by a motor 

• Difficulty waiting in line 

• Allow student to stand while 

working 

• Provide an opportunity for 

seat breaks (running 

errands) 

• Closely supervise the 

student during periods of 

transitions 

• Provide breaks between 

assignments 

• Remind the student to check 

over the assignments and 

give a checklist 

• Give extra time to complete 

tasks 

• Reduce visual stimulation 

and ambient noise 

• Allow the student to be 

assessed orally 

• Physical proximity to adult 

• Verbal cues 

• Fidget tools 

29 

• Provide more space, consider 

two spaces or desks 

• Passes to guidance, water 

fountains, run errands 

• Provide books on tape/music 

with earphones 

• Checklists to keep on desks or 

on notebooks 

• Timers 





specific skill building 

and practice; programs 

should include frequent 

feedback and selfcorrection 

• Allow use of computer 

to complete assignments 

• CD/tape recorder/MP3 

and Play Always to 

record work, tape 

lessons, read aloud, 

listen to prerecorded 

lessons or readings 

Adapted From Baltimore County Public Schools – Winter 2008 Department of Federal and State Programs Office of Special Education

5. General Accommodations/Assistive Technology: DAILY ORGANIZATION 



• Fails to give attention to 

tasks 

• Fails to complete work 

• Often misplaces objects 

necessary for tasks and 

activities 

• Unable to locate 

assignments 

• Difficulty organizing 

tasks and activities 

• Maintain a regular structure 

to class assignments or 

procedures 

• Utilize a color-coded 

schedule with picture 

graphics 

• Use color coding system to 

coordinate notebook, book 

covers with schedule 

• Take a photograph of desk/ 

locker/paper organization to 

use as a visual reference 

• Streamline required materials 

• Use peer support or crossage 

tutoring 

• Provide checklists for task 

completion 

• Flag key tasks/appointments 

using post-its or highlighters 

• Extra set/copies of 

assignments for home use 

• Participation in academic 

and social skills groups 

30 

• Agenda books 

• Pocket folders/notebooks 

• Clipboards 

• Stapler 

• Storage cubicles 

• Picture-based schedules 

• 3-hole punch 

• Pencil cases 



• PDAs (Personal Digital 

Assistants) 

• Electronic calendars 

• Auditory signals 

Adapted From Baltimore County Public Schools – Winter 2008 Department of Federal and State Programs Office of Special Education

6. General Accommodations/Assistive Technology: FOLLOWING DIRECTIONS 



• Does not follow 

directions/rules 

• Does not respect other’s 

space 

• Appears to be oppositional 

when asked to follow 

rules/instructions 

• Has difficulty dealing with 

authority figures 

• Does not cooperate with 

peers 

• Tell student what you expect 

• Break directions down into 

single step directions 

• Reinforce compliant 

behaviors 

• Post class rules in a 

conspicuous place (not more 

than five). Have students 

participate in developing rules 

• Provide immediate feedback 

• Develop routines 

• Supervise students during 

transition 

• Ignore minor infractions 

• Reprimand in a private, 

appropriate manner 

• Develop a clear and brief 

behavior chart 

• Involve the student in selfmonitoring 

his/her behavior 

31 

• List of rewards, student 

motivated 

• Charts with posted rules 

• Use educational games, 

teacher-made or 

professional 

• Post routines in room 

• List routines and mount on 

child’s desk or notebook 

• Contracts, point sheets, 

management plans, 

individualized behavior 

charts 






specific skill-building and 

practice; programs should 

include frequent feedback 

and self-correction 




Play Always to record 

lessons, read aloud, listen to 

prerecorded lessons or 

readings

7. General Accommodations/Assistive Technology: HANDWRITING 



• Impaired fine motor skills 

• Difficulty completing 

written tasks 

• Provide colored paper 

• Use paper with alternate line 

spacing 

• Provide near point copies 

• Use tracing, talk through, 

dot-to-dot strategies for 

letter form practice 

• Include VAKT (Visual, 

Auditory, Kinesthetic and 

Tactile) opportunities 

• Use short answer response 

opportunities 

• Vary response formats 


tutoring 

• Photocopy notes 

• Allow preferred writing 

style (manuscript/cursive) 

• Allow the student to be 

assessed orally as 

appropriate 

32 

• Pencil holders/grips 

• Chubby sized pencils and 

crayons 

• Acetate sheets and 

transparency markers 

• Paper stabilizers 

• Arm stabilizers/arm guide 

• Desktop references 

• Name stamp 

• Computer labels preprinted 

with frequent information, 

such as student name 

• Slant board 

• Stencils/templates 

• Correction tape 




• Word processor, computer, 

or The Writer Speech output 

communication system 

• Communication boards 

• Custom keyboards

8. General Accommodations/Assistive Technology: READING 



• Avoids reading tasks 

• Poor vocabulary and 

comprehension skills 

• Does not choose reading as a 

leisure activity 

• Difficulty reading aloud in 

the presence of others 

• Provide: 

Extra time for completion 

Shortened assignments 

Simplified text 

Chapter outlines 

• Reduce the number of 

students in an instructional 

group 

• Highlight key concepts 

• Utilize: 

Story Frames 

Before, During & After 

Strategies 

Echo Reading 

Story Mapping 

VAKT (Visual, Auditory, 

Kinesthetic and 

Tactile) 

Graphic organizers 

Structured study guides 

KWL charts 

Peer support 

Cross-age training 

33 

• Magnifying bars 

• Page magnifiers 

• Colored acetate sheets 

• Colored stickers for visual 

• cues 

• Word window 

• Sentence cards 

• Word cards 

• Tactile letters and words 

• Colored paper clips to mark 

pages 

• Post-it tape flags 


• Page Fluffers 

• Page Up 




• Books on tape/computer 

• Reading pens 

• Language Masters 

• Electronic talking dictionary 

• Augmentive and Alternative 

Communication Devices 

(AAC) (communication 

boards, speech output) 

• Software programs such as: 

See Assistive Technology 

Software (January 2010) 

from BCPS Office of 

Technology 

http://www.bcps.org/offices/ 

assistech/pdf/at_software.pdf 

Kurzweil 

Intellitalk III 

Start-to-Finish Series, Don 

Johnston, (high interest/low 

Readability, etc.)

9. General Accommodations/Assistive Technology: MATHEMATICS 



• Avoids math tasks 

(money, time, and 

measurement) 

• Poor basic fact recall skills 

• Inability to organize 

mathematical steps to 

solve problems 

• Lacks confidence in 

applying functional skills 

involving math (using 

money, time, and 

measurement) 



group 


problems 

• Eliminate the need to copy 

problems 

• Enlarge worksheet for 

increased work space 

• Avoid mixing operational 

signs on the page/row 

• Provide extended/adjusted 

time for completing 

• Use procedural checklists 

• Highlight operational signs 

• Use graph paper for set up 

• Use raised number lines 

• Incorporate “real–life” tasks 

• Utilize mnemonic devices 




• Use color coding strategies 

• Use peer support or cross-age 

tutoring 

34 

• Manipulatives (counters, 

base 10 blocks, pattern 

blocks, 2-color counters, 

linking cubes, or algebra 

tiles) 

• Strategy flashcards, partwhole 

flashcards, array flash 

cards 

• Flannel board and numbers 

• Tactile numbers/signs 

• Automatic number stamper 

• Fact charts 

• Personal chalk boards/white 

boards 


• Desktop references with 

visual cues for facts, 

procedures, and/or formulas 

• Rulers as number lines 

• Number tiles 

• Hundreds charts 




• Hand-held calculator 

• Calculator with printout 

• Talking calculator 

• Math tape recorder with 

musical cues, mnemonics, 

auditory feedback for 

flashcard drill activities 

• Math software programs 

• IntelliTools 

• MathPad 

• MathPad Plus 

• Access to Math, Don 

Johnston 

• IntelliMathics 

• Coinulator

10. General Accommodations/Assistive Technology: WRITTEN EXPRESSION 



• Avoids class activities 

that require written 

expression 

• Produces brief written 

responses for 

assignments requiring 

extended constructed 

responses 

• Have difficulty 

organizing thoughts to 

respond to prompts in 

written forms 



group 

• Provide extended/adjusted 

time for completion 

• Modified assignments 

• Use a Writer’s Corner study 

carrel for reduced 

distractions 

• Provide graphic organizers 

with sentence starters 

• Provide story frames 

• Utilize oral compositions 

with a scribe 

• Use oral proofreading to 

check for meaning and 

clarity 

• Utilize mnemonic devices 




• Use color coding strategies 


tutoring 

• Note cards 

• Word cards/picture symbols 

• Magnetic word cards and 

board for composition 

• Personal dictionary or Quick 

Word 

• Personal chalk boards/white 

boards 


• Desktop references 

• Raised lined paper 


35 



• Tape recorder for oral prewriting, 

composition and/or 

editing 

• Electronic 

dictionary/thesaurus 

• Electronic (speaking) 

spelling device 

• Electric eraser 

• Word processor, computer, 

or The Writer Speech output 

communication system 

• Communication boards 

• Assistive Technology 

Software BCPS Office of 


(January 2010) 

http://www.bcps.org/offices/ 

assistech/pdf/at_software.pdf

IV. CLINICAL TREATMENT FOR CHILDREN WITH ADHD 

A. Medical Management 

Parents may choose to consult with their health care provider for a medical evaluation regarding 

inattention, impulsivity, or hyperactivity. When treatment includes prescribed medication to be 

administered at school, the school nurse is responsible for giving the medications and monitoring 

the effects. 

School staff must never recommend medication for students, including those students 

diagnosed with, or who are suspected of having, ADHD. 

Provision of school services may not be contingent upon the parent obtaining an evaluation or 

treatment from an outside provider. Regardless of the parent’s treatment decisions, the school 

must offer appropriate services and programming for a student with a suspected or a known 

disability. 

Some children with ADHD may not require medication to be successful in school. They may be 

able to be managed with behavioral strategies, including arranging their environment both at 

school and at home in ways that are compatible with, and support, the child’s strengths and 

challenges. 

Pharmacologic therapy has been proven to be the single most effective treatment for ADHD; its 

benefits are enhanced with a combination of behavioral strategies. Medication does not cure 

ADHD but helps by controlling symptomatic behaviors of the disorder and allowing the student 

to focus attention and to persist with academic tasks. It has been shown that 70%-80% of 

students with ADHD respond favorably to medication with minimal side effects (National 

Institute of Mental Health, July 2005). For students who need it, treatment with medication is 

likely to allow the student to experience success in behavioral and social functioning. 

There are many medications that may be useful in treating a student with ADHD and they work 

in a variety of ways. Medication for ADHD must be prescribed by a licensed health care 

provider. The school nurse serves as the liaison with the health care provider and manages all 

aspects of school-based pharmacologic therapy. The Classroom Teacher’s Checklist of Student’s 

Behavior (BEBCO 0782) or other mechanism (if preferred by the health care provider) is used to 

monitor the effects of pharmacologic treatment. Refer to the Manual of School Health Nursing 

Practice for specific guidelines. 

B. Counseling and Therapy 

For many children with ADHD and their families, counseling or therapy may be a necessary 

component of the treatment plan. Individual, group, and/or family counseling or therapy may be 

helpful. 

36

Consultation and targeted counseling services may be provided by student support services staff 

to support the attainment of IEP goals and objectives, as well as to address specific behaviors 

related to learning and achievement. Parents may choose to seek mental health counseling and 

therapy from independent providers for issues and situations beyond the scope of student support 

services. It is recommended that the student’s counselor or therapist collaborate with the health 

care providers, parents, and school personnel to ensure positive student outcomes. 

V. PROMOTING PARENT INVOLVEMENT 

A. Role of the Parent 

Parents play an integral role in assisting student learning. They: 

• Are essential partners in developing a plan for interventions and/or accommodations. 

• Serve in the capacity of decision-makers in the process. 

• Act as advocates on behalf of their child. 

• Serve on all appropriate school teams. 

• Should be actively involved in assessing and addressing the needs of their child. 

B. Strategies that Promote Parent Involvement 

Teachers should contact parents proactively and preventively. The parent contact should occur 

at the first point of concern. Teachers should: 

• Introduce parents to school personnel and provide information on staff roles and 

responsibilities. 

• Emphasize the child’s strengths. 

• Be sensitive to parents’ emotions related to the school’s concerns. 

• Be supportive of home issues and cultural issues. 

• Possess a working knowledge of school resources to support the parent and the child. 

• Share good reports or news with parents whenever possible. 

• Offer clear and realistic strategies to support a collaborative parent/school relationship. 

• Validate parents for their effort, interest, and involvement. 

37

• Keep parents apprised of student’s response to agreed upon interventions and 

accommodations via phone calls, written correspondence, e-mail, parent conference, and 

progress reports. 

• Offer resources and access to additional information (refer to Section VI, ADHD 

Resources). 

• Utilize the services of the pupil personnel worker (PPW) and school social worker, as 

needed. 

Members of the SST or IEP Team should consider the following strategies to promote further 

parent involvement. 

• Encourage and promote parent involvement to support and assist the child in receiving 

interventions and/or accommodations. 

• Share resources with parents to help facilitate understanding of ADHD. 

• Assist parents with understanding and managing emotions by validating emotional stages 

including grief, denial, anger, frustration, etc. 

• Help parents with good parenting techniques. 

• Assist parents to recognize the strengths of their child. 

• Encourage parents to allow for controlled decision-making. 

• Support daily communication between the home and school. 

• Suggest specific ADHD strategies to assist parents in supporting their child. 

• Promote parent collaboration of strategies between home and school. 

• Have knowledge of community-based resources to assist in supporting the child, family, 

and parents. 

38

VI. ADHD RESOURCES 

A. Web Sites 

www.attentionmaryland.org 

The Maryland-based Web site at the MD State Department of Education - includes link for 

brochure from the National Association of School Psychologists, “Helping the Student with 

ADHD in the Classroom.” 

http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/completeindex.shtml 

The National Institutes of Health Web publications regarding ADHD - a comprehensive and up- 

to-date Web site with multi-level information in English and Spanish Publications: 

Attention Deficit Hyperactivity Disorder in Children and Adolescents Fact Sheet 

Brochure - “Attention Deficit/Hyperactivity Disorder” (ADHD) 2008- 28p. 

www.cdc.gov/ncbddd/adhd/ 

Centers for Disease Control Web site – resources on ADHD. 

www.ldonline.org 

Information on ADHD as well as learning disabilities (English and Spanish resources). 

www.chadd.org 

Children and Adults with Attention Deficit/Hyperactivity Disorder - the national organization 

supplies education, resources and support for persons with ADHD and their families. A link is 

provided to the National Resource Center on ADHD (available in Spanish), a national 

clearinghouse. 

www.help4adhd.org 

National Resource Center on ADHD is the nation’s clearinghouse for science-based information 

related to all aspects of ADHD. The Web site is a program of CHADD. 

www.aap.org 

The Web Site for the American Academy of Pediatrics includes the practice guidelines for 

physicians. Current ADHD topics can be found through Web Site search. 

www.addresources.org 

Provides support for children, teens and adults with ADHD. The Web site offers various 

networking and community-based support (wider scope of material available through 

membership). 

www.nami.org 

NAMI empowers and educates mental health consumers to address their issues around care, 

treatment, services, mutual support and consumer rights. ADHD publications may be accessed 

by searching the Web site. 

39

General Resources 

Title Author Publisher 

ADD/ADHD Behavior 

Change Resource Kit 

416p 

ADD & ADHD Answer Book 

(K-12) 272p 

Attention Games for the 

Classroom: Strategies to 

Enhance Attention and 

Executive Functions 

Attention Games 

184p 

50 Activities & Games for 

Kids with ADHD 

Ages 8-13 94p 

Understanding Girls with 

Grad L. Flick, Ph.D. Jossey Bass 1998 

Susan Ashley, Ph.D. Source Books 2005 

Beverly Tignor, Ph.D. Childswork ChildsPlay 

Barbara Sher Jossey-Bass 2006 

Edited by Patricia O. Quinn, 

M.D. & Judith M. Stern, M.A. 

40 

Magination Press 2000 

Patricia O. Quinn M.D. & ADDvance Books 2000 

ADHD 

Kathleen Nadaeu, Ph.D. 

The ADHD Book of Lists: A 

Practical Guide for Helping 

Children and Teens with 

Attention Deficit Disorders 

(K-12) 496p 

Sandra F. Rief, M.A. Jossey-Bass 2003 

Driven to Distraction Edward M. Hallowell, M.D. Ballantine 

Answers to Distractions Edward M. Hallowell, M.D. & 

John J. Ratey, M.D. 

Ballantine 

Delivered from Distraction - Edward M. Hallowell, M.D. & Ballantine Books, 2005 

Getting the Most out of Life 

with Attention Deficit 

Disorder 380p 

John J. Ratey, M.D. 

Dr. Larry Silver’s Advice to 

Parents on ADHD 

336p 

Larry B. Silver, M.D. Three Rivers Press, 1999 

ADHD in Adults: What the 

Science Says 

489 p 

Russell A, Barkley, Ph.D. Guilford Press, 2010 

Late, Lost and Unprepared: A Joyce Cooper-Kahn, Ph.D. & Woodbine House, 2008 

Parent’s Guide to Helping 

Children with Executive 

Functioning 

Laurie Dietzel, Ph.D. 

Taking Charge of ADHD: The 

Complete, Authoritative 

Guide for Parents (Revised 

Edition) 

321p 

Russell A. Barkley, Ph.D. Guilford Press, 2001

Parenting Children with 

ADHD: 10 Lessons that 

Medicine Cannot Teach (APA 

Life Tools) 

K-12 263p 

Different Minds: Gifted 

Children with ADHD, 

Asperger’s Syndrome and 

Other Learning Deficits 

The Gift of ADHD: How to 

Transform Your Problems into 

Strengths 

ADD Quick Tips – Practical 

Ways to Manage Attention 

Deficit Disorder Successfully 

The ADHD Workbook for 

Parents: A Guide for Parents 

of Children Ages 2-12 with 

Attention Deficit/ 

Hyperactivity Disorder 

Vincent J. Monanstra, Ph.D. American Psychological 

Association, 2005 

Dierdre V. Lovecky, Ph.D. Jessica Kingsley, 2004 

Lara Honos-Webb Ph.D. New Harbinger, 2010 

Carla Crutsinger & Debra 

Moore 

B. Resources for Children and Adolescents 

41 

1996 

Harvey Parker, Ph.D. Specialty Press, 2005 

Title Author Publisher 

ADHD: A Teenager’s Guide 

12 and up 201p 

James J. Crist, Ph.D. Childswork Childsplay, 2007 

The Survival Guide for Kids 

with ADD or ADHD 

Ages 8-12 112p 

John F. Taylor, Ph.D. Free Spirit Publishing, 2006 

The New Putting on the 

Brakes –Young People’s 

Guide to Understanding 

ADHD 

Ages 8-13 80p 

Jumping Jake Settles Down 

Ages 5-10 60p 

The Medikidz Explain ADHD 

Ages 10-18 36p 

Taking ADD to School 

81p 

Attention Girls: 

Understanding AD/HD 

Shelley, The Hyperactive 

Turtle 

Ages 4 and up 24p 

Patricia O. Quinn, M.D. & 

Judith M. Stern, M.A. 

Lawrence E. Shapiro, Ph.D. 1994 

Magination Press 2012 

Kim Chilman-Blair & John 

Taddeo 

Medikidz Limited, 2010 

Ellen Weiner JayJo Books, 1999 

Patricia O. Quinn, M.D. Magination Press, 2009 

Deborah Moss Woodbine House, 2006

Cory Stories: A Kids Book 

about Living with ADHD 

30p 

Learning to Slow Down and 

Pay Attention: A Book for 

Kids with ADHD 

Ages 9 and up 96p 

ADHD & Me: What I Learned 

from Lighting Fires at the 

Dinner Table 192p 

Phoebe Flowers Adventures 

(trilogy) Ages 7 and up 

Eagle Eyes: A Child’s View 

of Attention Deficit Disorder 

Jeanne Kraus Magination Press, 2005 

Kathleen Nadeau, Ph.D. Magination Press, 2004 

Blake E. S. Taylor New Harbinger Publications, 

2007 

Barbara Roberts ADDvance Books, 2000 

Jeanne Gehret, M.A. Verbal Images Press, 2009 

D. Handouts from the National Association of School Psychologists (NASP) 

In Helping Children at Home and School III: Handouts for Families and Educators (NASP, 

Bethesda, MD 2010) 

Title Author 

ADHD: A Primer for Parents and Educators Anne Howard, Ph.D. & Steven Landau, Ph.D. 

ADHD: Information for Kids and Teens Anne Howard, Ph.D. & Steven Landau, Ph.D. 

Attention Deficit Hyperactivity Disorder Anne Howard, Ph.D. & Steven Landau, Ph.D. 

(ADHD): An Annotated Resource Guide 

ADHD: Classroom Interventions Stephen Brock, Ph.D., Bethany Grove, Ed.S., 

& Melanie Searls, Ed.S. 

ADHD Identification and Assessment John Carlson, Ph.D. 

ADHD and Medications: A Guide for Parents 

(available in English and Spanish) 

42 

Desmond Kelly, M.D. and Charlotte Riddle, 

M.D.

25 GOOD THINGS ABOUT HAVING ADHD 

What? There are GOOD things about ADHD?? That’s right! Although having ADHD can be 

frustrating at times, there are actually some advantages. All it takes is a positive attitude and 

some perseverance! After reading all 25, think of ways that you can put these 

ADVANTAGES to good use! 

1. Lots of energy 

2. Willing to try things and take risks 

3. Ready to talk – and can talk a lot 

4. Gets along well with adults 

5. Can do several things at the same time 

6. Smart 

7. Needs less sleep 

8. Good at taking care of younger children 

9. Spontaneous 

10. Sees details others miss 

11. Understands what it is like to be teased 

or in trouble; therefore, can be 

understanding of others 

12. Good sense of humor 

Celebrate what makes you…YOU! 

43 

13. Can think of different and new ways to 

do things 

14. Volunteers to help others 

15. Happy and enthusiastic 

16. Imaginative and creative 

17. Articulate; can say things well 

18. Sensitive and compassionate 

19. Eager to make new friends 

20. Courageous 

21. More fun to be with than most 

children 

22. Great memory 

23. Charming 

24. Warm and loving 

25.Cares a lot about family

STUDY SUGGESTIONS 

Here are some study suggestions that other kids have found helpful. After you 

have tried them, check the ones you find useful. Add some of your own at the 

bottom. You can discuss this page with your teacher, parent, or tutor. 

If you have many facts to memorize, try saying them into a tape recorder. 

Then listen to them over and over again on the tape. 

Make flash cards (with answers on the back). Study from them. Try cards for 

spelling words, vocabulary words, math facts or science questions. 

Walk around or pedal a stationary bicycle as you study. 

If you have to read a whole chapter, try reading one page at a time. When you 

finish each page, write a sentence or two about the main facts or ideas on the 

page. 

Use different colors to underline important ideas in your notes or books. 

Try drawing a diagram or map to help you understand an idea. 

Discuss information that will be on the test with someone else (another 

student in the class, a parent, or a tutor). 

Have someone make up a practice test for you to take. Or, partner up with a 

friend and make practice tests for each other! 

Other ideas: 

Which 3 techniques work best for YOU when studying? 

1. 

2. 

3. 

** Remember to use them often!! ** 

44

DON’T rush through your work! 

DO slow down and work carefully. 

MANAGING YOUR TIME 

DON’T try to do a job all at once! 

DO break it down into smaller parts. 

DON’T leave everything until the last minute! 

DO make a schedule. 

DON’T try to do everything by yourself! 

DO work with others. It’s more fun! 

When it comes to managing my time, I am really good at: 

But there are some things I’m not so great at. So, my GOAL is to: 

_____________________________________________________ 

_____________________________________________________ 

_____________________________________________________ 

45

VII. References 

20 U.S.C. § 1400, et. seq. (IDEA 2004) 

29 U.S.C. § 794, et. seq. (Section 504 of the Rehabilitation Act of 1973) 

American Academy of Pediatrics, Subcommittee on Attention-Deficit/Hyperactivity Disorder, 

Steering Committee on Quality Improvement and Management. (2011). ADHD: Clinical 

practice guideline for the diagnosis, evaluation, and treatment of attentiondeficit/hyperactivity 

disorder in children and adolescents. Pediatrics, 128 (5), 1-15. 

American Academy of Pediatrics & National Institute for Children’s Healthcare Quality. (2002) 

NICHQ Vanderbilt Assessment Scale. Elk Grove Village, IL: Authors 

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental 

disorders (fourth edition, text revision). Washington, DC: Author. 

Code of Maryland Regulations (COMAR) 13A.05.05.01. 

DuPaul, G.J., Power, T.J., Anastopolous, A.D., & Reid, R. (1998). ADHD Rating Scale – IV: 

Checklists, norms, and clinical interpretation. New York, NY: Guilford Publications. 

Foy, J.M. (2010). Enhancing pediatric mental health care: Report from the American Academy 

of Pediatrics Task Force on Mental Health. Pediatrics, 125(suppl. 3), S69-S174. 

Maryland State Department of Education. (2008). A tiered instructional approach to support 

achievement for all students: Maryland’s response to intervention framework. Baltimore, 

MD: Author. 

Maryland State Department of Education. (2008). Maryland accommodations manual. 

Baltimore, MD: Author. 

National Association of School Psychologists. (2011). Students with attention deficit 

hyperactivity disorder (position statement). Bethesda, MD: Author. 

Tobin, R.M., Schneider, W.J., Reck, S.G., & Landau, S. (2008). Best practices in the 

assessment of children with attention deficit hyperactivity disorder: Linking assessment to 

response to intervention. In A. Thomas & J. Grimes (Eds.), Best practices in school 

psychology V (pp. 617-632). Bethesda, MD: National Association of School Psychologists 

Wolraich, M.L., Wibbelsman, C.J., Brown, T.E., et.al. (2005). Attention-deficit hyperactivity 

disorder among adolescents: A review of the diagnosis, treatment, and clinical implications. 

Pediatrics, 115(6), 1734-1746. 

Wolraich, M.L. & DuPaul, G.J. (2010). ADHD diagnosis & management: A practical guide for 

the clinic & the classroom. Baltimore, MD: Paul H. Brookes Publishing. 

46

ADHD Guide - Baltimore County Public Schools

Create successful ePaper yourself

Delete template?

Save as template?