Supporting Scouts with AD/HD:

Tips for Scout Leaders Training Summary

Many Scouts demonstrate the hyperactivity, impulsivity, and/or inattention that are characteristic of Attention Deficit/Hyperactivity Disorder. The aims and methods of the Scouting program make it an outstanding opportunity for those with AD/HD characteristics to develop and enhance the skills that can lead to success in school, in relationships with others, and in life. The following training focuses on e plaining these characteristics, demonstrating the challenges and opportunities they provide for Scout leaders, guiding them in developing strategies for supporting Scouts with AD/HD, and ena!ling them to assist Scouts in getting the most out of the Scouting program.

Time Required: 60 minutes Learning !"ecti#es

At the end of this session, the participants will !e a!le to "ecogni#e !oth the challenges and opportunities that the characteristics of Attention Deficit/Hyperactivity Disorder provide for the Scout and his Scout leaders. Develop strategies to assist AD/HD Scouts in getting the full !enefit of their Scouting e perience.

Training $ormats
It is recommended that the presenter have training or expertise in the area of Attention Deficit/Hyperactivity Disorder in order to appropriately address the issues that are likely to come up during discussion sessions.
This training !egins with an interactive $talk,% supported !y &ower&oint slides. 'u## groups then discuss and !rainstorm assigned scenarios and report !ack to the large group during a de!riefing/( ) A session, facilitated !y the presenter. An alternate skit or role*play activity for +u! Scout ,eaders is also provided.

Required %ateria&s

&ower &oint presentation- Supporting Scouts with Attention Deficit/Hyperactivity DisorderTips for Scout ,eaders &amphlet- Supporting Scouts with Attention Deficit/Hyperactivity Disorder- Tips for &arents and Scout ,eaders, .//0 revision. 1one per participant2 3445 edition availa!le at http-//www.!oyscouts*ncac.org/download/36..7scoutswadhd.pdf.2 Handouts 1one per participant2 o AD/HD Scouts Have 8reat Attri!utes o Accommodations for Scouts with Attention Deficit/Hyperactivity Disorder Set of four 'u## 8roup Scenarios 1one per small group2

. ,ist of "eferences and "esources 1one per participant2 +omputer, ,+D &ro9ector and Screen for &ower&oint

'ntroduction

( minutes

)egin !y ha#ing the presenters introduce themse&#es* te&&ing !rief&y a!out their ro&e in Scouting and their interest/e+pertise in ADHD, :f it is a relatively small group, ask participants to introduce themselves and tell what they hope to gain from the session. :f the group is too large to do this, ask how many are parents, how many are Scout leaders, and ask for volunteers to tell what they hope to gain from the session. 1This ena!les presenters to gear the discussion to the needs of the group and to acknowledge that there is much e pertise within the audience2.

-haracteristics of Attention Definition/Hyperacti#ity Disorder ( minutes

As. the participants to descri!e !ehaviors and characteristics they have seen e hi!ited !y individuals with ADHD, Show S&ide /* depicting the most recogni#a!le characteristics of AD/HD and acknowledging those that they mentioned: Hyperactivity, :mpulsivity, and :nattention. 0+p&ain that those are merely the $Tip of the :ce!erg%; more comple factors and characteristics are $Hidden !elow the Surface.% S&ide 1, 2ote that a more in*depth description of characteristics will not !e discussed here. The focus here is to illustrate that Scouts with AD/HD and their parents are often dealing with a comple com!ination of issues that are not always as easy to resolve as it might appear from the outside. &hysiological factors Delayed social maturity <eak $e ecutive functioning% =ot learning easily from Sleep distur!ance rewards ) punishment :mpaired sense of time +oe isting +onditions ,earning Difficulties ,ow frustration tolerance

S&ide 3, Ac.now&edge that Scouts with AD/HD have highly positive characteristics that can !enefit the Troop when they are encouraged and supported !y parents and leaders.

Tips 4( minutes
S&ide (, 0mphasi5e that in order for Scouts with AD/HD to get the most out of Scouting, it is essential for parents and Scout leaders to work together colla!oratively. S&ide 6, >ncourage parents to let you know if their Scout has AD/HD, so that you can find out what his needs are and develop a written action plan to support him if needed. 'e sure to ask them what works well and what does not help. S&ide 6,

6 >ncourage parents to consider getting trained to !ecome Scout leaders themselves. ?nowledge of the Scouting program will make it easier for them to communicate their Scout@s needs, and they will !ecome an invalua!le resource for other Scouts with similar needs and for their parents as well.

E S&ide 7, ,et the Scout know ahead of time what is e pected. <hen activities are long or complicated, it may help to write down a list of smaller steps. S&ide 8, Make eye contact with the Scout when giving directions. "epeat directions one*on*one when necessary, or assign a more mature !uddy to assist the Scout with directions and organi#ation. S&ide 40, +ompliment the Scout whenever you find a genuine opportunity. Don@t follow the compliment with remarks such as $<hy can@t you always !ehave this way.% :gnore minor inappropriate !ehavior if it is not dangerous or disruptive. S&ide 44, &rovide freAuent !reaks and opportunities for Scouts to move around actively; however, it is =BT helpful to keep AD/HD Scouts so active that they are e hausted. AD/HD Scouts usually have MB"> difficulty focusing and controlling their impulses when they are e hausted, as most of us do. S&ide 4/, <hen it is necessary to redirect a Scout, do so in private, in a calm voice. Avoid yelling. The more you yell, the more likely it is that you will !e tuned out when you must yell to communicate a safety ha#ard. =ever use pu!lic humiliation to correct any Scout. <henever possi!le, $sandwich% the correction !etween two positive comments. S&ide 41, 'e aware of $early warning signs% that the Scout is !eginning to lose impulse control. Cidgety !ehavior may !e a sign that Scouts have !een sitting too long and need a more active activity. <hen this happens, use a private nonver!al signal to alert the Scout that he needs to focus. &ro imity control 1moving closer to the Scout2 may also help until a more active task !egins. S&ide 43, During active games, !e aware when a Scout is !ecoming too aggressive while playing. :t may help to pull the Scout aside, suggest a drink of water, and give a $correction sandwich% to go with it. Dnstructured transition times !etween activities may also !e need to !e monitored as it is may !e challenging to control impulses at these times. S&ide 4(, > pect the AD/HD Scout to follow the same rules as other Scouts. AD/HD is =BT an e cuse for uncontrolled !ehavior. S&ide 46, Set up written e pectation/rewards/conseAuences ahead of time. :f it has not !een possi!le to intervene pro*actively, and you must impose conseAuences for out*of*control !ehavior, use time*out or $cooling off.%

F S&ide 46, Bffer feed!ack and redirection in a way that is respectful and that allows the Scout to save face. <hen Scouts are treated with respect, they are more likely to respect the authority of the Scout leader. S&ide 47, Keep Cool and don@t take challenges personally. ?eep in mind that AD/HD Scouts want to !e successful, !ut they need support, positive feed!ack, and clear limits. S&ide 48, Cind out from the AD/HD Scout@s parents what his medical needs are and make sure you have what your council reAuires to ena!le you to meet those needs. 'e sure the parent gives you written directions and consent if you are to administer prescri!ed medications, or that he or she comes along. According to 'SA &olicy, prescription medication is the responsi!ility of the Scout taking the medication and/or his parent or guardian. A Scout leader, after o!taining all necessary information, can agree to accept the responsi!ility of making sure a Scout takes the necessary medication at the appropriate time, !ut 'SA policy does not mandate nor necessarily encourage the Scout leader to do so. Also, if state laws are more limiting, they must !e followed. AD/HD Scouts often have difficulty remem!ering on their own to take medication in a novel situation. Dnder =B circumstances should Scouts !e put in charge of administering medication to each other. S&ide /0, :f you must administer medication, make sure you present it as something to help the Scout focus, not to help him $!e good.% S&ide /4, ?eep the Scout active !y offering opportunities for purposeful movement, such as leading cheers, performing in skits, assisting with demonstrations, and teaching Scout craft skills to younger Scouts may improve his a!ility to focus, raise his self*esteem, and !enefit the troop as a whole, S&ide //, AD/HD Scouts are generally energetic, enthusiastic, and !right. Many have uniAue talents as well. Help them use their strengths to !ecome leaders in your troop.

)u55 9roup Scenarios

40 minutes

S&ide /1, Di#ide participants into small 'u## 8roups of 6 to F, giving each group a copy of the handout with the four Scenarios. Assign each group a specific scenario to discuss, !rainstorm, and report !ack on, using the information and tips presented earlier. :f groups finish early, they are free to discuss the remaining scenarios. -ircu&ate among the groups to answer Auestions or provide assistance if needed.

)u55 9roup De!riefing/: ; A

/0 minutes

S&ide /3, $aci&itate discussion as a representative from each group shares the group@s assessment of the scenario. Answer Auestions as they come up.

<hy Scouting is a 9reat =rogram for Scouts with AD/HD

S&ide /(,

1 minutes

S&ide /6, Scouting is a well thought*out, highly structured program that provides a step*!y*step seAuence of skills for Scouts to master. S&ide /6, Scouting promises Cun, Criendship, and Adventure, presenting new skills in e citing and motivating ways. S&ide /7, Scouting offers freAuent positive recognition, !oth formally and informally, for accomplishments, advancement, and participation. This is especially important for the AD/HD Scout whose self*esteem may have suffered from an e cess of negative feed!ack. S&ide /8, Scouting fosters the development of leadership skills and social skills through e periences in a supportive environment where Scouts can learn from their successes and failures. :t is a game with a purpose. S&ide 10, Scouting provides an e tensive variety of activities, e periences, and challenges. Through systematic e planation, interactive demonstrations, and guided practice, Scouting ena!les AD/HD Scouts to discover and develop their uniAue strengths and interests.

-onc&usion

/ minutes

S&ide 14, -onc&ude the session !y thanking the participants for coming and acknowledging that their presence speaks volumes a!out their commitment to making the Scouting program a place where all Scouts can succeed. "emind them that small acts can have great consequences, 'y taking the time and attention to respond to Scouts with AD/HD in a sensitive, supportive manner, they may !e playing an invalua!le role in their lives. S&ide 1/,

Acknowledgements

This unit of supplemental training may !e downloaded and copied, without change, for use in 'oy Scout training courses and other 'oy Scout activities. &lease send any suggestion for change or improvement in this unit of supplemental training to supplementaltrainingGnet!sa.org.

ADHD SCOUTS HAVE GREAT ATTRIBUTES! ATTRIBUTES

Engaging Energetic Clever

Happy-go-lucky

Excited

Eager

Ent usiastic Dramatic Creative

Brig t Exceptional Unique

Carefree

Spontaneous Easygoing !nquisitive

I A-- %% DAT' 2S $ R S- >TS <'TH ATT02T' 2 D0$'-'T/H?=0RA-T'@'T? D'S RD0R Through the implementation of relatively simple and straightforward accommodations, leaders can adapt to the strengths and weaknesses of Scouts with AD/HD. > amples of accommodations for Scouts with AD/HD are grouped !elow according to areas of difficulty. 'mpu&si#ity: 'nattention: %otor Acti#ity: Disorgani5ation: Help prioriti#e activities. &lace e pectations/directions on chart. 'e willing to repeat e pectations and directions. Model what organi#ation looks like. &rovide opportunities for purposeful movement 1such as having him help with demonstrations, hand out materials or move furniture, etc.2. Allow Scout to stand while working. Teach self*monitoring 1stop H look H listen2. State the !ehavior that you want very specifically. Avoid activities that reAuire long periods of sitting and listening. Anticipate dangerous situations. 8ive clear, concise instructions while making eye contact. Avoid multiple*step directions. 'reak up task into worka!le and o!taina!le steps. Dse a private signal to cue Scout to stay on task. Allow e tra time when needed. Assist Scout in setting short*term goals. :gnore minor inappropriate !ehavior; don@t let yourself get drawn into an argument. :ncrease immediacy of rewards and conseAuences. Supervise closely during transition times. &rovide structure. Avoid lecturing or pu!lic criticism. 8ive feed!ack privately. Attend to positive !ehavior with sincere compliments that are not followed !y remarks such as $<hy can@t you always !ehave this way.% Avoid yelling. The louder you yell, the more you will !e tuned out.

4 &air with a !uddy.

3/

$our )u55 9roup Scenarios

S-02AR' A4: Touchdown Terry Touchdown Terry 9oined Troop 3/// a!out a month ago. Assistant Scoutmaster "alph "eff has noticed that during most inter*patrol activities, Terry is e cessively rough. He often pushes and shoves other Scouts in order to !e first in line, to get the !all, or to win the game. He has even kicked and tripped other Scouts once or twice. Cortunately, no one has gotten hurtJyet. The Senior &atrol ,eader always yells at Terry to stop, and the adult leaders have removed him and asked him to sit out of the games, !ut he responds !y yelling, saying it@s not fair, and threatening to Auit Scouts. "alph does not want Terry to Auit !ecause he was one of the !est workers in the troop at last Saturday@s mulch delivery fund raiser. He@s also looking forward to having Terry around when they collect newspapers for recycling. 'ut he@s afraid he could end up hurting someone. "alph doesn@t know what to doJ. S-02AR' A/: Animated Andy ; 0+u!erant 0rnie

Scoutmaster Al Answers got a call last night from his frustrated S&,, &recision &atrick. &atrick complained that there are a num!er of Scouts, especially Animated Andy and > u!erant >rnie, who laugh and talk throughout the entire opening ceremony every week. &atrick has tried everything he can think of. He shouts $S:8=S D&KKK% really loudly do#ens of times, !ut when they are a!le to hear him, they 9ust raise their signs and keep right on talking. &atrick used to !e good friends with Andy and >rnie, !ut now he is so angry at them he@s asking Al to tell them that the ne t time they talk during his announcements, they@re going to get thrown out of the troop. Al has noticed that &atrick has !een having a hard time running the troop, !ut he !elieves that !oy leaders should learn from their mistakes and not have to put up with interference from the adults while they@re running the meeting. Al can@t throw Andy and >rnie out of the troopLtheir parents have key roles on the Troop +ommittee. He wants to help &atrick, !utJ. Al doesn@t know what to doJ.

33

S-02AR'

A1: -arefree -ar&

&arent Allie Advocate has !een !ringing her son +arefree +arl to troop meetings for a!out si months. She sits Auietly in the !ack of the room, trying not to interfere in the organi#ed chaos. Allie has noticed that during skills instruction lectures and patrol meetings, +arl has difficulty paying attention, following directions, finding his hand!ook, and figuring out where he is supposed to !e. He is not advancing as Auickly as the rest of the guys in his patrol either. This never seemed to !other him !efore, and he really en9oys the camping trips. 'ut last week +arl@s &atrol ,eader called him $stupid% when he couldn@t tie a sAuare knot in the knot relay. Although he didn@t say anything, Allie could tell it !othered +arl a lot. Allie knows her son focuses well in school and is even gifted in art. Her doctor told her she could try giving him an e tra dose of his medication in the evening on Scout nights, !ut when she tried it, he was una!le to sleep. Allie doesn@t want to !other the Scoutmaster, !ut she is afraid +arl is !eginning to get discouraged and may want to Auit. Allie doesn@t know what to doJ. S-02AR' A3: 0ager 0d

&arent Cred Creedom has !een dropping off his son >ager >d with the troop for nearly a year. He doesn@t come in !ecause he heard that, unlike +u! Scouts, 'oy Scout troops do not want parents to !ecome involved. Cred makes sure that >d never misses a meeting or a camping trip. He recently got a phone call from Scoutmaster Dan Discretion who informed him that >d did not listen to or follow directions during the troop@s canoe trip, and his impulsive !ehavior put himself and his canoe partner in danger. Scoutmaster Dan also took the opportunity to tell Cred a!out >d@s !ehavior pro!lems on the ten other camping trips and said that if it happens again, he will have to ask him to leave the troop. Cred does not want his son >d to get kicked out of the troop; >d loves Scouting and Cred has seen his self*confidence increase greatly in the last year. Cred is wondering if he should tell Dan a!out his son@s diagnosis of AD/HD and whether he should check with his doctor a!out sending his medication on camping trips from now on. Cred worries that Dan will tell the other adults a!out >d@s diagnosis they will la!el him a trou!lemaker. Cred doesn@t know what to doJ.

3.

A&ternate Ro&e =&ay Scenario for -u! Scout 9roups

/0 %inutes

This ro&eBp&ay presents two #ersions of a typica& situation that occurs at a Scout meeting, A &eader is presenting information a!out an acti#ity to a sma&& group of Scouts* one of whom demonstrates characteristics of AD/HD, The first scene is intended to generate discussion from participants regarding a&ternati#e strategies that cou&d ha#e !een emp&oyed !y the ine+perienced &eader portrayed, The second is a rep&ay of the first scene* with the &eader mode&ing more appropriate strategies, -hoose ro&e p&ayers ahead of time, >se a scripted #ersion C!e&owD or pro#ide p&ayers with character descriptions, -aution those participating in ro&e p&ays that whi&e it is appropriate to in"ect some humor* care must !e ta.en not to demean or ma.e fun of Scouts with AD/HD, 'ntroduce scene from a den meeting* with a !rand new den &eader: Scene ': =eri&ous =ine <ood Der!y =reparations Den ,eader* Bkay guys. The &inewood Der!y is coming up soon, and : am going to tell you how you go a!out !uilding one. Apple &olishing &aul* 1"aises hand politely and keeps it raised2 &arent H 1arriving late and flustered, does not fully enter the room2 See you later, >rnie. Have funK 1rushes away2 >nergetic >rnie * 1disrupts scene getting oriented2 <hat are we doingM 1sits down2 D, H As : was saying, : am going to tell you how to !uild a &inewood Der!y car. >rnie * 1waving hand furiously and falling out of seat, etc.2 BhK BhK : know how to make oneK :@ll tell them howK >tc. D,* : said ' would tell you how you do it. Nour Tiger leader told me to watch out for you. Nou !etter pay attention so you will !e a!le to e plain this to your parents. &aul, do you have a AuestionM

&aul* ,ast year : won first place in the &inewood Der!y with the car my dad !uilt, : mean the car : !uilt. D,* That@s nice. =ow everyone sit still and listen while : read you the steps of how to make one 1!egins reading steps in a monotone, takes out materials in a clearly disorgani#ed manner, does not look at Scouts2.

>rnie* 1fidgets, gets out of seat, turns around in seat, nudges &aul who is angelically listening, raises hand, waves hand, stands up and turns around in seat2. : already know how to do thisKKK

36 D,* 1finally finishes reading list2. =ow here are some tools that you might need in order to make a pinewood der!y car. +an anyone tell me what this is 1holds up coping saw, or other appropriate tool2M

&aul* 1"aises hand politely.2 >rnie* 1"uns up to the front of the room and starts to gra! the tool2 : know how to use this. This is a coping sawK D,* 1Nelling2 >rnieK : told you to sit in your seatK Don@t touch thatK Nou@ll poke your eye outK Sit downKKK <hy can@t you !e a good !oy like &aulM &aul, why don@t you come up and show us how to use the coping saw.

>rnie * 1Having tantrum2 That@s not fairK He always gets to do everythingK 1continues yelling2 D,* >rnieK Nou@re a !ad !oyKKK 1Nelling2 Stop that yelling or : AuitKKK

>rnie * : never have any fun hereK And :@m never coming !ackKKK &aul* 1grins smugly2 &arent H 1enters2 So, did you have funM D, * : think you !etter put your son on some medicationK

&arent H 1looks crestfallen2 $aci&itate discussion of the first scene* referring to the pamph&et and handouts and high&ighting these points: Scouting promotes kindness; leaders should not pu!licly humiliate Scouts, nor should they allow Scouts to respond to each other this way. <hen it is necessary to correct a Scout, talk to him privately a!out his !ehavior 1e.g. $8ra!!ing the saw is dangerous !ecauseJ%2 instead of la!eling him 1e.g. $Nou@re a !ad !oy,% etc.2. <henever possi!le, $sandwich% the correction !etween some positive comments. +orrection should !e presented in a respectful way that allows a Scout to save face. Cind genuine opportunities to compliment the Scout. Anticipating dangerous situations can eliminate the need to react to them. 'e aware of early warning signs that a Scout is losing impulse control so that you can intervene !efore he is out of control. ,eaders are not in a position to tell parents to put their Scouts on medication. Decisions a!out medication are up to the Scout@s physician and parent and are often made after a lengthy comple process of assessing !ehavioral concerns, !enefits and side effects, and trials of multiple medications. B!9ective input presented in a sensitive, supportive manner !y Scout leaders may !e valua!le in this process. Again, descri!e the !ehavior that is interfering with his getting the most out of activities, that is disrupting the program for others, or that is unsafe. Ask parents what strategies have worked for them.

3E Scouts in general, especially Scouts with AD/HD, need visual and hands*on activities. > pecting them to sit still and listen for more than a few minutes is unreasona!le. <hen some !rief oral e planation is necessary, giving AD/HD Scouts the opportunity for $purposeful movement% can direct their energy in positive ways. :gnore minor inappropriate !ehavior if it is not dangerous or disruptive. :t is helpful for AD/HD Scouts to know ahead of time what is e pected. +oming in late makes it more difficult for them to get fully oriented. <hen parents of AD/HD Scouts are involved with Scouting, they are familiar with the e pectations and activities and what particular challenges they may present. This makes them !etter a!le help Scout leaders help their Scouts. <hen parents and Scout leaders work together, Scouting provides a supportive environment where young people with AD/HD can develop leadership skills and discover their own uniAue strengths and interests.

Return to the scene* after the den &eader has gained some insight, Scene '': =&easant =ine <ood Der!y =reparations 1Den ,eader is in room, >rnie@s mother drops him off !efore others arrive.2 D,* Hey, >rnieK :@m glad you got here early. :@m going to need your help with the program today.

>rnie* "eallyM Nou need MN helpM D,* That@s right. And : want us to come up with a secret code for when : need you to listen really closely so you@ll know what : need you to do.

>rnie* A secret codeM Nou mean that no!ody else will knowM D,* That@s rightK <hat should it !eM

>rnie* <ell, if you touch your ear, then : would know you mean : need to listen. D,* D,* &erfectK Bkay guys. The &inewood Der!y is coming up soon. : know some of you have made cars !efore and : need you to tell the others what you did.

&aul* 1"aises hand politely2 >rnie * 1waving hand furiously and falling out of seat, etc.2 BhK BhK : know how to make oneK :@ll show them howK etc. D,* 1touches ear2

>rnie* 1sees signal and Auiets down and attends2

3F D,* >rnie, would you please pass out paper to everyone while &aul tells us a!out his car.

>rnie * 1knocks over chair as he runs to front of the room2 &aul* <ell, last yearJ..etc. D,* 1puts hand on >rnie@s shoulder when he makes it to the front each time he tries to interrupt &aul.2 Thank you, &aul. How a!out you, >rnieM

>rnie * <ell my car was soooooo fast 1demonstrates and knocks over stuff2. D,* That@s great. <e want to figure out how to make the car fast. : have a checklist of steps that : will give you to take home to your parents after the meeting. There are a lot of steps, !ut today we are going to do the first one. &aul, will you come up and read it for usM

>rnie* HeyK D,* 1touches ear2 Today we are going to draw a sketch of what we want our cars to look like.

>rnie H 1notices and !ecomes o!viously attentive2 D,* Thank you, &aul. >rnie, will you pass out these markers to everyoneM

>rnie* SureK 1gets markers, passes them out, returns to seat and !egins drawing2. D,* 8ood 9o!, everyoneK

1&arent enters, looking hopeful2 D,* :@m glad you@re hereK 1in front of >rnie2 >rnie was a !ig help todayK

Lead de!riefing of strategies depicted* reinforcing the good ideas offered !y participants,

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R0$0R02-0S A2D R0S >R-0S

A.D.D. <arehouse. http-//addwarehouse.com. Amen, Daniel 8., M.D. Windows Into the A.D.D. Mind: Understanding and Treating Attention Deficit Disorders in the E er!da! "i es of Children# Adolescents# and Adults. M:ndworks &ress, 3445. American &sychiatric Association. Diagnostic and $tatistical Manual of Mental Disorders % &ourth Edition# Te't (e ision )D$M*I+*T(,. .///. 'arkley, "ussell. Attention Deficit -!peracti it! Disorder: A -and.oo/ to Diagnosing and Treatment. =ew Nork- 8uilford &ress, 344/. 'oy Scouts of America. $couting with Disa.ilities and $pecial 0eeds &act $heet. http:11www..o!scouts*ncac.org1download123345swdasn.pdf 'oy Scouts of America. $couting (esources for $er ing 6outh with Disa.ilities &act $heet. http:11www..o!scouts*ncac.org1pages17785scouting5unlimited.cfm +H.A.D.D. 1+hildren and Adults with Attention Deficit Disorders2 http-//www.chadd.org/ . Dendy, +hris A. Oeigler ) Oeigler, Ale . A 9ird:s*E!e +iew of "Ife with ADD and AD-D: Ad ice from 6oung $ur i ors. +edar 'luff, A,- +herish the +hildren, .//6. Dendy, +hris A. Oeigler. Teaching Teens with ADD and AD-D: A ;uic/ (eference <uide for Teachers and =arents. 'ethesda, MD- <ood!ine House, 344F. ,edingham, D. Steven. The $coutmaster>s <uide to Attention Deficit Disorder. &ositive &eople &ress, 344E. ,evine, Melvin D. Keeping A -ead in $chool. >ducator@s &u!lishing Service, :nc., 344/. (uinn, &. B. and Stern, P. =utting on the 9ra/es. Magination &ress, 3443. Silver, ,arry '. Dr. "arr! $il er>s Ad ice to =arents on Attention*Deficit -!peracti it! Disorder. American &sychiatric &ress, 3446.

A-E2 <L0D90%02TS
Harris, Pohn M. and Meehan, Terence S. assisted in developing the role*play.

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