This far-reaching work from renowned scientist-practitioner Russell A. Barkley provides a radical shift of perspective on ADHD, arguing that the disorder is fundamentally a developmental problem of self-control, and that a deficit in attention is a secondary, and not universal, characteristic. The volume synthesizes neuropsychological research and theory on the executive functions, illuminating how normally functioning individuals are able to bring behavior under the control of time and orient their actions toward the future. Meticulously applying this model to an examination of the cognitive and social impairments manifested by ADHD, Barkley offers compelling new directions for thinking about and treating this disorder.

The book reviews the diagnostic criteria of ADHD, identifying the inadequacies of current conceptualizations, and presents a range of new and testable hypotheses about the nature of the disorder. Shifting the focus of ADHD theory building away from inattention per se, Barkley delves into the vital construct of behavioral inhibition. Chapters draw upon extensive neuropsychological research to show how the ability to delay one's response to external stimuli permits the development of the executive functions involved in self-control. Providing a new level of insight into the day-to-day adaptive functioning problems of affected children and adults, the book demonstrates how ADHD disrupts the developmental process by which behavior becomes internalized, resulting in an inability to regulate and direct behavior toward the future.

1. The Nature of Attention-Deficit/Hyperactivity Disorder

A Brief History of ADHD. Core Symptoms of ADHD. Situational and Contextual Factors. Associated Cognitive Impairments. Diagnostic Criteria for ADHD. ADHD-Predominantly Inattentive Type. Conclusion.

2. Biological Etiologies Associated with ADHD

Neurological Factors. Genetic Factors. Environmental Toxins. Implications for Theory Construction. Conclusion.

3. Defining Behavioral Inhibition, Self-Control, and Executive Function

Definition of Terms. Events That Initiate Inhibition and Self-Control. Conclusion.

4. Behavioral Inhibition and ADHD

Evidence for Deficits in Behavioral Inhibition in ADHD. Why Is a New Theory of ADHD Needed? Conclusion.

5. Neuropsychological Views of the Executive Functions: The Origins of a Hybrid Model

Origins of a Hybrid Model. The Nature of Executive Functions. The Executive Functions: A Synthesis. Conclusion.

6. Additional Evidence Supporting the Existence of the Executive Functions

Studies Using Factor Analysis with Test Batteries of Executive Functions. Neuroimaging Studies Using Measures of Executive Functions. Relationship of Intelligence to Executive Functions. Conclusion.

7. Constructing the Hybrid Model of Executive Functions

Behavioral Inhibition. Nonverbal Working Memory: Covert Sensing to the Self. Internalization of Speech (Verbal Working Memory). Self-Regulation of Affect/Motivation/Arousal. Reconstitution. Motor Control/Fluency/Syntax. Comparisons to Other Models. The Place of "Sustained Attention" in the Model. On the Nature of the "Central Executive." Human Will and Volition. Conclusion.

8. Developmental Considerations: Self-Control as an Instinct

Development of the Executive Function. Self-Control as Instinct. Conclusion.

9. Extending the Hybrid Model of Executive Functions to ADHD

Predictions of the Hybrid Model. The Nature of Inattention in ADHD. Conclusion.

10. Evidence Supporting Executive Function Deficits in ADHD

Important Methodological Caveats. Evidence for Working Memory Deficits in ADHD. Evidence for Deficits in Self-Regulation of Affect/Motivation/Arousal. Evidence for Deficits in Reconstitution. Evidence for Deficits in Motor Control/Fluency/Syntax. ADHD and Intelligence (IQ). Stimulant Medication Effects on ADHD and Executive Functions. ADHD, Reproductive Fitness, and Life Expectancy. Unresolved Issues. Conclusion.

11. Understanding ADHD and Self-Control: Social and Clinical Implications

Social Implications of Understanding ADHD. Implications for Clinical Diagnosis. Implications for Clinical Assessment. Implications for Treatment. Conclusion.

Russell A. Barkley, PhD, is Director of Psychology and Professor of Psychiatry and Neurology at the University of Massachusetts Medical Center. His publications on ADHD include the books Attention-Deficit/Hyperactivity Disorder and Taking Charge of ADHD, as well as an award-winning video series. He is also editor of The ADHD Report, the leading newsletter in the field

A guide to classroom practice for teachers dealing with pupils with attention deficit/hyperactivity disorder, a condition which is estimated to affect on average one in every 25 children. The book addresses key issues commonly raised by teachers; provides a source of information on the assessment of the attention deficit/hyperactivity disorder; advises teachers on how to communicate with both parents and professionals; and offers practical classroom strategies and interventions for tackling the condition.

TABLE OF CONTENTS:

What is AD/HD and where does it come from?; how do we know when it is AD/HD and not something else?; how can we approach AD/HD from the teacher perspective?; effective teaching for children with AD/HD, how does it look?; medication for AD/HD - can it be justified?; what about..? - other issues related to AD/HD.

Affecting one out of every 20 children and adolescents, ADHD is often first identified by education professionals--teachers, counselors, or school psychologists. Until now, however, the literature on ADHD has primarily been written by and for clinic-based practitioners. Addressing school-related problems associated with ADHD such as academic underachievement, noncompliance with classroom rules, and problematic peer relationships, this book tells school professionals how to identify and assess students who might have ADHD and how to develop and implement classroom-based programs. Included are a number of appendices containing examples of handouts and observation coding sheets.

"Brilliant....should be required reading for psychologists, educators, and others who are involved in the treatment of children with ADD. Its balance between scholarly and practical discussion, and between individual and systemic applications, give it a depth and thoroughness rarely seen in clinical texts."

- Child Therapy News

"An excellent book that should be required reading for school psychologists. Practitioners at every level of expertise--beginning to advanced--will learn from this work. It is well written, scholarly, and concise. It will broaden the knowledge base and competencies of practitioners and researchers and will inform anyone wishing to learn about ADHD."

- Contemporary Psychology

"Off Task - Out of Seat - Talking out of Turn - Troubling Other Children!"

It is the high frequency of these behaviours by a few pupils which makes it hard for teachers to manage the behaviour of the whole class. This publication is the first to address these specific behaviours and to provide teachers with a clear and simple set of strategies to:

* Assess the problem

* Relate targets to IEPs

* Reduce the unwanted behaviours

* Increase the desired behaviours

Deals with children who experience problems paying attention, controlling their emotions and physical actions and acting without forethought. Helps parents and professionals to accept the hyperactive child's behavior and find ways to help the child succeed. Refutes, debunks and challenges myths about hyperactivity. Provides an accurate understanding of the current state of science concerning the cause, developmental course, evaluation and outcome of this problem. Includes a critical review of medical and non-medical treatments and offers sound guidelines.

This new edition is expanded to include updated checklists of symptoms, discussions of the latest findings regarding comorbidity with ADHD and carryover of ADHD into adulthood, and an overview of new and controversial treatments.

Designed to provide an understanding of the impact of childhood learning, attentional, and behavioral problems on adjustment in the adult years. Contains comprehensive guidelines to assess and treat adults with learning disabilities as well as a review of current research. Renowned for his professional work with (and books about) children with learning disorders, Goldstein offers a look at what happens to those children when they grow up.

Provides parents with realistic, healthy and positive ways to understand and diffuse situations that trigger their child's tantrums, flare-ups, sulks and arguments. Shows parents how to recognize and break their own anger patterns which their children may be imitating. Each chapter combines specific information and advice with realistic examples of what to do in a variety of typical situations.