Chapter 8 Teaching Students with Attention
Deficit/Hyperactivity Disorders
8.1 Multiple Choice
1. Students with ADHD who are eligible for special education services often qualify for services under which of the
following IDEA 2004 categories?
A) mental retardation
B) brain injury
C) other health impairment
D) autism
2. In ________ to ________ of the cases, ADHD continues to cause problems in adulthood.
A) 30%; 40%
B) 50%; 60%
C) 20%; 35%
D) 70%; 80%
3. Which of the following are the primary symptoms of ADHD?
A) distractibility, hyperactivity, and lethargy
B) inattention, hyperactivity, and impulsivity
C) emotional variability, inattention, and conduct disorder
D) inattention, low school achievement, and hyperactivity
4. ADHD is apparent before the age of
A) ten.
B) five.
C) seven.
D) twelve.
5. Which of the following psychiatric classification systems is used most often in the United States to identify individuals
with ADHD?
A) International Classification of Diseases
B) Diagnostic and Statistical Manual of Mental Disorders
C) Psychiatric Desk Reference of Mental Disorder
D) Physicians Manual of Mental Disorders
6. Which of the following assessment procedures may be used to identify a student with ADHD?
A) interviews
B) observations
C) school history
D) review of school records
E) all of the above
7. Common side effects of stimulant medications include all of the following except
A) appetite suppression.
B) stomachaches.
C) headaches.
D) diminished electrical activity in the brain.
8. Nine-year-old Geraldo takes Ritalin for ADHD. His teacher should
A) monitor positive effects and side effects of the medication.
B) leave monitoring to Geraldo’s doctor and parents because this is a medical, not a school issue.
C) monitor the effects of Geraldo’s response to Ritalin only if asked to do so by his parents.
D) none of the above
9. All of the following techniques are important for the school-based treatment of individuals with ADHD except
A) alternative treatment therapies.
B) student-regulated strategies.
C) curriculum modification.
D) behavioral support.
E) medication management.
10. Nine-year-old Maria is aware that she needs to change her excessive talking-out in class. This is an example of
which self-regulation strategy?
A) self-monitoring
B) self-assessment
C) self-instruction
D) self-reinforcement
11. Ten-year-old Jamal gives himself a sticker when he has completed of all his assignment. This is an example of which
self-regulation strategy?
A) self-monitoring
B) self-assessment
C) self-instruction
D) self-reinforcement
12. Fifteen-year-old Katie uses a cueing system to alert her to stop and evaluate her on-task behavior. This is an
example of which self-regulation strategy?
A) self-monitoring
B) self-assessment
C) self-instruction
D) self-reinforcement
8.2 True or False
1. Many students with ADHD do not qualify for services under IDEA 2004.
2. Section 504 is a special education law.
3. A psychiatric diagnosis of ADHD is required for a child to receive services under either IDEA 2004 or Section 504.
4. ADHD is difficult for teachers to recognize in the classroom.
5. ADHD is a disability that is unique to the school-aged population in the United States.
6. Students with ADHD have lower than average IQ levels.
7. ADHD is a neurobiological-based condition.
8. More boys than girls are identified as having ADHD.
9. ADHD is more common than any other child behavioral disorder.
10. Genetics may play a significant role in ADHD.
11. Limited delay of gratification is a common characteristic of students with ADHD.
12. In most cases, the cause of ADHD is unknown.
13. Adults with ADHD have more traffic citations and accidents than the general population.
14. More ADHD symptoms may be shown in group settings and when work has to be done later in the day.
15. Research on the long-term outcomes for individuals with ADHD suggests that many of these individuals experience
good adjustment in adulthood.
16. Since ADHD is a psychiatric disorder, school personnel have no responsibility related to identification and
assessment.
17. The majority of students with ADHD are served in special education classrooms.
18. Most of the time, the special education teacher is responsible for teaching students with ADHD.
19. Education of school staff, the family, and students with ADHD is one of the most important interventions in
meeting the needs of students with ADHD.
20. All children with ADHD require medication to be successful in school.
21. Medication should be stopped when a child with ADHD reaches adolescence.
22. Negative behaviors may be reinforced when students receive attention for their inappropriate behaviors.
23. Students with ADHD often have inconsistent performance on school tasks.
24. Students with ADHD are noted for the ability to persist on repetitive tasks.
25. The problematic behavior of students with ADHD may be most apparent when they are given nonstimulating,
repetitive activities.
26. Experienced-based learning, in which students might develop their own projects, is an effective instructional strategy
for students with ADHD.
27. The two critical features for the successful inclusion of students with ADHD are the skills and behaviors of
teachers and the understanding and acceptance by general education peers.
8.3 Short Answer
1. ________ is an IDEA 2004 disability category that includes “any chronic and acute condition that results in limited
alertness and adversely affects educational performance.”
2. ________ are therapies that offer a “quick fix” but are not well-supported by research.
3. A ________ may be needed to develop the most effective behavioral plan for students with ADHD.
4. ________ are strategies that teach students to monitor and evaluate their own behavior.
5. Cueing can be effective in alerting a child with ADHD that he or she is about to engage in inappropriate
behavior. This is called ________.
6. A ________ is defined as “an individual’s approach to a task.”
8.4 Essay
1. Well-liked by his classmates, Nathan, a student with ADHD, is frequently out of his seat without permission
during reading time. Nathan has difficulty with reading, and this may be related to his excessive out–of-seat
behavior during reading time. Nathan enjoys working with puzzles and toy trucks and cars. Nathan’s teacher, Ms.
Ash, wants to develop an individual contract for Nathan. Develop a contract for Nathan, and describe how you
would advise Ms. Ash using guidelines provided by Downing (2002).
2. What topics should be included in parent interviews when assessing a student for ADHD?
3. List recommendations for developing classroom rules that might be effective for students with ADHD. Then describe
how you will implement these rules in your classroom.
4. Describe five (5) best teaching practices to use when teaching students with ADHD.
5. Identify eight (8) characteristics of teachers who are effective with students who have ADHD (Fowler, 1992).
Chapter 8 Teaching Students with Attention Deficit/Hyperactivity Disorders
8.1 Multiple Choice
8.2 True or False
8.3 Short Answer
8.4 Essay
