From Amada:
Eddie Enough by Debbie Zimmett, Illustrated by Charlotte Murray Fremaux:
Eddie Minetti is a third grader who was born running as his mother says. He talks non-stop and can’t seem to keep still or keep his hands to himself. After a particularly bad day he finds himself talking to the principal about his uncontrollable feet and wandering mind. As a result, he sees a doctor and it is discovered that he has ADHD. The adults in his life find solutions to help Eddie move past the nickname, "Eddie, Enough!" the other students call him.
The story is told from Eddie’s perspective with anecdotal says from his family interspersed in the text. The perspective of a child with ADHD seems accurate as Eddie does not understanding why he does the things he does. The story also builds from one event to another to show how overwhelmed and agitated Eddie feels by the time he reaches the principal’s office.
The illustrator has included several students of various backgrounds in on the front cover and in the book. However, the main character is a Caucasian boy from a two parent household with access to appropriate medical care (to get his diagnosis). This book does not address any fears Eddie might have about why he acts the way he does or if he is sick. In fact, the author only mentions ADHD during the prologue of the book. In the prologue Eddie says he has ADHD and that he has trouble paying attention and sitting still.
This book is intended for most students in kindergarten through fourth grade. It could be used as a read aloud for some. The independent reading level seems to be about third grade.
This book could be used as a way to address differences in ways students learn and behave. This could be particularly helpful if students in the classroom are having difficulty interacting with another student who has ADHD.
Pay Attention, Slosh! By Mark Smith, illustrated by Gail Piazza
Josh is a boy in the third grade who just can’t seem to sit still or control his emotions. He spills his milk constantly and gets distracted by the ticking of the clock, the girl tapping her foot behind him and the boys talking next to him. Kids tease him by calling him "Slosh". He manages to get himself under control when he sees the doctor and is diagnosed with ADHD. He is happy to find out the reason for why he is the way he is. He starts taking Ritilin and finds that he can pay attention and can think about cause and effect relationships. As a result he is more accepted by his peers and he succeeds in school.
This story goes into more detail than Eddie Enough about how the main character is feeling about having ADHD. However, again we have a Caucasian male with two parents and resources with ADHD. The doctor that Josh sees appears to be African American, but it is really hard to tell. The book seems to gloss over some of the negative peer interactions that many students with ADHD experience. However, it does address some experiences like being compared to the "normal" sibling and other students goading for a reaction. Another positive is that there is an adult character with ADHD who shares what she did to help herself as a child.
This book is intended for most students in kindergarten through fourth grade. It could be used as a read aloud for some. The independent reading level seems to be about third grade.
This book could be used as a way to address differences in ways students learn and behave. This could be particularly helpful if students in the classroom are having difficulty interacting with another student who has ADHD.
Trout and Me by Susan Richards Shreve.
Ben is a boy who hates school. This has been true ever since the first grade when he was labeled as learning disabled and a trouble maker. Things only got progressively worse when, Trout another learning disabled fifth grader joins his class. The two boys become "partners in crime" as their negative feelings about school, parents and life manifest in one scheme after another. Ben is encouraged by the adults in his life to stay away from Trout as he is a "bad influence" and comes from a "troubled past". This only serves to fuel the fire of their mischief and bring them closer together.
This book was very well written with wonderful characters and language. It dealt with several key issues students with ADHD have in a way that was entertaining and informative. First, it addressed the issue of students with multiple learning challenges (ADHD, dyslexia, dyscalcula) and how this effects their daily life. The second had to do with the negative image students with ADHD sometimes have as a result of their impulsive behavior. The most compelling and perhaps most controversial issue was the use of medication for students with ADHD. This book had a definite anti-medication slant as it dealt with the struggle Ben’s parents had about medicating Ben. Initially, they were flat out opposed to it, but after Ben and Trout skip school and go to the Bronx Zoo by themselves, they reconsider their position. In the end Ben changes his behavior without the Ritilin. The third issue the book deals with is students from single parent families that move around. Many of Trout’s problems seemed to be a result of moving around frequently and being left alone often because his father traveled. None of the adults in the book seemed to figure out this could be why Trout acted the way he did.
There was no ethnic diversity in this book as far as I could tell. There were no pictures or descriptions of many of the characters. The issue of socioeconomics was addressed in the book. Ben’s parents both worked and were not around all the time, Trout lived in an apartment with only his father, whereas one of the "good kids" lived in a mansion.
The independent reading level of this book is about fifth grade. It could be used as a read aloud for third or fourth grade, but I think the content is too much for students younger than 8.
This book could be used in a literature circle or as a read aloud to address behavior issues and differences in ability.
From Dusti:
Gantos, Jack (2000). Joey Pigza Loses Control. New York: Farrar, Straus and Giroux.
A young boy with ADHD meets his father and finds that he is hyperactive, much like he himself was, before he started taking his new medication. Joey narrates this story about his life and trouble caused by his behavior. Joey spends the summer with his father, who has stopped drinking and wears a patch to help him quit smoking. However, when Joey’s father starts drinking again and decides they both need to stop wearing their patches, Joey must face coping without his medication. He tries to do what his mother has told him, but eventually ‘loses control.’ He tries to believe that he can act like a normal kid without his medication but finds it difficult.
Critique:
Content (positive and problematic):
This would be a great book to give a child seeking to identify with someone else who has ADHD. However, it gave the appearance that medication was a solution to ADHD.
Ethnic, gender, class, disability stereotypes:
None that I could tell. Only generalizations about how hyper and incontrollable Joey was due to his ADHD and the medications solved a lot of his problems.
Out-of-date information:
Not that I saw.
Quality of illustrations:
No illustrations in book.
Age Level:
9-12
How book could be used in curriculum:
Suggest children with ADHD read book on their own.
You could pick out specific passages to lead a discussion in class.
Polis, Ben (2001). Only a Mother Could Love Him: My Life with and Triumph overADHD. New York: Ballantine Books.
This book is an autobiography of a boy growing up with ADHD and his triumph over the disorder. Diagnosed at age eight, Ben Polis gets into trouble throughout school. Perfect for parents of ADHD kids, especially of boys. Polis gives advise on medication, homework struggles, discipline and reading.
Critique:
Content (positive and problematic):
Seems to encompass a wide range of issues. Could be helpful for older students growing up with ADD or ADHD as well as for parents with children who have been diagnosed with the disorder.
This book is not for younger students, and may even be difficult for high school students.
Also is mostly focused on boys.
Ethnic, gender, class, disability stereotypes:None that I could see.
Out-of-date information: None that I could see.
Quality of illustrations: No illustrations.
Age Level: High School - adult
How book could be used in curriculum:
Recommend it to parents of children with ADHD who request further resources.
Recommend to high school students who are interested in learning about someone else’s perspective on the disorder as well as those who seek suggestions about homework, medication, reading, and discipline issues.
Use excerpts in higher level high school classes for discussion on specific issues dealing with ADHD.
Lears, Laurie (1999). Waiting for Mr. Goose. Illinois: Albert Whitman & Company.
Stephen is a little boy who has difficulty at school and home because he can’t seem to pay attention, sit still or slow down. While skipping stones at a local pond, he notices that a goose has a metal trap on its leg. He gets his mother to call the nature center, who fails to catch the goose and leaves. Stephen is determined to help the goose and realizes that he must be very patient and earn the trust of the goose in order to help it. This becomes very difficult for him as he sits quietly and feed the geese so they will gradually come closer and closer to him. He overcomes his urges to move when trying to feed the geese to not scare them. Eventually he triumphs and catches the goose and his mother removes the trap.
Critique:
Content (positive and problematic):
The introduction to the book discusses how it is hard for children with ADHD to wait, connecting the story to the disorder. But besides the introduction there is no reference to Stephen having ADHD in the story. I think the introduction is good for parents reading this book, but is not directed at the children who would read this book. Children with ADHD might not relate to this book any more than any other child because there is no indication that Stephen is not an "ordinary" boy.
Ethnic, gender, class, disability stereotypes:There did not seem to be any stereotypes made in this book. The only reference to any disability was in the introduction and the author made very general statements about children with ADHD.
Out-of-date information:None
Quality of illustrations:Very good illustrations
Age Level: 2nd to 4th grade
How book could be used in curriculum:
This book could be used to teach children that it is ok to feel "as if they can’t do anything right." It could also be used to discuss the environment and how humans can affect the environment and the animals within it.
From Gray:
Gantos, J. (1998). Joey Pigza swallowed the key. New York: HarperTrophy.
The publisher of this young adult novel listed the appropriate age for this book as ten and up, and the main character of the book, Joey Pigza, appears to be about ten years old and in either fourth or fifth grade. Joey has a combination of the ADHD disorder but is much more on the hyperactive and impulsive side of the disorder. The novel is told from his perspective, and his voice reveals explanations for his outlandish behavior as well as his sensitivity to his treatment by teachers and other students, as well as the diagnosis process. Joey talks about how his father and grandmother also have the same behavioral problems, and the fact that he has always been the way he is. Most of the book takes place with him under the care of his working single-parent mother, but in the beginning he is under the care of his grandmother. Joey gives the perspective of a student aware of the large file collected by his teachers regarding his behavioral problems, as well as his sensitivity to the fact that his caretakers (first his grandmother, then his mother) get blamed for his discipline problems. Joey’s school forces him to attend a separate special education school after he injures another student accidentally, and he gives an account of the diagnosis process, including tests to determine any "brain problems" he might have, that could be helpful for any student undergoing the ADHD diagnosis process. The book has a lot of humor and attempts to give a human element to the ADHD disorder. There are no blatant stereotypes in the book, other than a fairly typical White Anglo Saxon Protestant perspective as well as setting. Fourth and Fifth graders could probably read this book, but most early middle school students should be on the appropriate reading level. This book would work well in a unit analyzing Voice in literature, or analyzing Character. High School students taking a psychology class involving ADHD could also benefit from reading this book. There is also the added benefit of having a sequel to the book available to students, Joey Pigza Loses Control (2002) that involves Joey meeting and getting to know his father. This book was a finalist for the 1998 National Book Award for Children’s Literature, was a Notable Children’s Book of 1999 (ALA), and a Notable 1999 Children’s Trade Book in Social Studies (NCSS/CBC).
Janover, C. (1997). Zipper: the kid with ADHD. Bethesda, MD: Woodbine House.
This young adult novel is listed as appropriate for Third grade through Sixth grade, and would be most widely appropriate for students in the transition period between elementary school and middle school, fifth or sixth grade. Younger students with a high reading level could handle the book, however, and there are illustrations. Zipper is a fifth grade student on the impulsive and hyperactive side of the ADHD disorder. This novel chronicles his experiences with having difficulty making friends due to the fact that he often blurts out comments that hurt other students. Zipper is a class clown who also is a star athlete on the athletic team, but he does not have any friends because of his poor social skills stemming from insensitive and impulsive comments that hurt the feelings of others. The book notes that Zipper was overly active even as a toddler and infant. Zipper attends "gifted" classes and appears in the book as a student with academic as well as athletic talents who faces many obstacles due to being ADHD. A transformative experience for Zipper in the book occurs when he meets a legendary blues musician living at a senior citizens home in his community. Pickin’ Pete recognizes rhythmic talent in Zipper, and encourages him to become a drummer. Zipper has the ability to concentrate and excel when interested in a skill such as drumming. The book would be helpful for impulsive students such as Zipper who have difficulty making friends and translating their academic talents into consistent academic success. It could easily be incorporated into any curriculum dealing with social skills or study skills, since Zipper gains a lot of success after starting a daily planner, and also learns how to control his impulsivity. The book also involves Zipper becoming diagnosed with ADHD, so it would be helpful for any student undergoing that process. The illustrations in the book are okay and can give students help visualizing the characters, but nothing spectacular. There are no blatant stereotyping or outdated information in the book either, but Zipper does make derogatory remarks about students in special education at points in the book. The author of the book overcame dyslexia and is the mother of a son with ADHD who became an accomplished percussionist as an adult.
Zimmett, D. (2001). Eddie enough! Bethesda, MD: Woodbine House.
The publisher of this book lists the age appropriateness as kindergarten through fourth grade, and the book seems to be most appropriate for second, third, or fourth grade readers, depending on reading level. There is large font and many illustrations that could increase engagement for elementary students. Eddie is a third grade student who is on the hyperactive and impulsive side of the ADHD disorder. The book chronicles his discipline problems at school as how Eddie learns coping strategies such as the S.T.A.R. (Stop, Think, Act, Review) method. At the end of the story Eddie explains why he wrote the book, and also explains the ADHD disorder. This book would be helpful for any elementary student who has ADHD, and could be read to students too young to handle either the reading level or length of the book (about 23 pages). There is no blatant stereotyping or gender bias, but the book does not go beyond the White Anglo Saxon Protestant viewpoint and setting.
From Heidi:
Smith, M. (1997). Pay attention Slosh! Morton Grove, IL: Albert Whitman & Company.
Grade level: 2-4 (primary character is 8 years old)
FICTION STORY, 54 pages
Plot: This book features Josh, a boy who learns to deal with attention-deficit hyperactivity disorder (ADHD). Eight-year-old Josh can't sit still. He can't concentrate, is easily distracted, and often annoys his family and friends. To make matters worse, he is constantly being teased by some of his classmates, who call him "Slosh." After a conference with Josh's teacher, his mother takes the boy to a doctor, who diagnoses the problem and begins to get Josh help. He then gets along better with his classmates and feels more accepted.
Critique: The main character is a white, middle-class male who's family has the means to afford counseling and prescription drugs. The plot focuses almost entirely on his symptoms and gives descriptive explanations of what it may feel like to have ADHD. Full-page, black-and-white drawings capture Josh's frustration and the reactions of his family and classmates to his behavior. The book shows the struggle of a kid who is "different" trying to gain acceptance from his peers. Medication is the turning point of the book and the parents employ a "reward" system at home, but the story line does show Josh trying to control his actions before trying medication.
In curriculum: The descriptions of what it feels like to be surrounded by noises or not being able to control your impulses may help non-ADHD students understand what school could be like for students with ADHD.
Janover, C. (1997). Zipper: The kid with ADHD. Bethesda, MD: Woodbine House.
Grade level: 4-7
FICTION STORY, 164 pages
Plot: Eleven-year old Zachary "Zipper" Winson personifies the child with attention deficit hyperactivity disorder (ADHD). He has a million thoughts racing through his mind, forgets chores and assignments, doesn't listen, alienates his peers, behaves impulsively, is disorganized, and drives his family crazy. Beneath it all, Zipper is an intelligent, creative, and well-intentioned kid who enjoys his drums and becomes friends with a compassionate, elderly musician and a classmate with dyslexia.
Critique: The main character is a white, middle-class male who's family has the means to afford counseling and prescription drugs. This book offers a story and then appendix to understand ADHD further. Zipper has a realistic struggle with managing ADHD (it isn't solved with one trip to the doctor and medication) and the book portrays supportive parents, teachers and other adults.
In curriculum: This book could provide a positive example to students new to ADHD and classmates. The book also covers dyslexia and could be used in a unit about rights for people with disabilities.
Ingersoll, B. (1995). Distant drums, different drummers: A guide for young people with ADHD. Bethesda, MD: Cape Publications Inc.
Grade level - 4-8
INFORMATIONAL/SELF-HELP, 40 pages
Content: Distant drums, different drummers is designed to help kids understand their ADHD. There are sections that describe behaviors of people with ADHD, how the brain is involved in ADHD, a historical explanation for ADHD and a self-rating section with questions for the youth with ADHD and their parents.
Critique: The pictures feature girls and boys of implied ethnicity (the pictures seem like water color, and the skin tones are predominantly White, but there are some African American and Asian Americans represented). Most of the text praises well-known male explorers and war heroes. Pages 15-26 use the history of "adventurers" to explain ADHD. The author suggests that people today are possibly descendants of the hunters and warriors who went out, used energy to gather food and then brought it back to those "who stayed by the safety of the campfire" (implied non-ADHD). The book continues the historical lesson mentioning that as people advanced in tools and made permanent dwellings, the adventurers "continued as leaders of the societies" and lists, Alexander the Great, Charlemagne George Washington, Lewis & Clark, Christopher Columbus, and Amerigo Vespucci as examples. Although the author does not say these men had ADHD the connection of ADHD with the "adventurers" implies the possibility.
The book connects ADHD to the adventurers who risked their lives for the good of people and that in the past, children didn't have to listen to "little, irritating rules like 'sit still at the dinner table' and 'don't run in the halls". Now children have to learn to control their "adventurer" brains. The book offers suggestions with medication as the first using the eyeglasses metaphor (and giving an anti-illicit drug message).
In curriculum: I strongly caution anyone who may use this book in curriculum or as a resource for students with ADHD to first, read it thoroughly and if suggested reading to a child, discuss the content with the parents of the child prior to the child reading the book.
From Kate:
Joey Pigza Loses Control. By Jack Gantos. (2000). Farrar, Straus and Giroux.
192 pages. Joey, who is still taking medication to keep him from getting too wired, goes to spend the summer with the hard-drinking father he has never known and tries to help the baseball team he coaches win the championship.
-A Newberry Honor Book
- For ages ten and up
- Also wrote Joey Pigza swallowed the key.
-The book is funny and realistically shows a child struggling to communicate with others, be responsible and build relationships. Characters have depth and are interesting. Brings up issues of medication and how to treat AD/HD. Also that AD/HD is thought to be genetically linked.
-Caucasian, working class oriented.
-I think it would be a good book to recommend to kids with AD/HD, or to read in literature circles.
Parents Wanted. By George Harrar. (2001) Milkweed Editions. 239 pages
Twelve-year-old Andrew, who has ADD, is adopted by new parents after years of other foster homes and desperately hopes that he will not mess up the situation. He gets into lots of trouble and the book chronicles how his attitude and life changes as a result.
-rated as intermediate
-confronts a lot of gender stereotypes with new parents
-is from perspective of a low income (Caucasian) child moving to an upper income family; shows some of the cultural dissonance that results
-recommended for teachers to read to get an idea of what foster kids go through and how they might react to being placed.
-has some deep issues of sexual, physical abuse, lying about abuse, stealing, incarceration
-Use in lit circles or individual reading.
Waiting for Mr. Goose. by Lears, Laurie. (1999). Illinois: Albert Whitman & Company.
A picture book about Stephen, who has trouble sitting still and paying attention, surprises himself when he summons up the patience to catch and help an injured goose.
-Includes a note to adults about children who have difficulty staying focused, including those with ADHD. Caucasian middle class oriented, boy centered but father seen in non traditional gender role.
-parents let the kid figure his problem out- proactive
-Not sure of the message it sends children about the appropriateness of approaching and catching geese, which can be dangerous; would have to address this with kids.
-For 1-3 grade. Could be used as a writing prompt for kids to write about something they worked hard for or were patient about.
From Rachel P:
Moss, Deborah. (1989). Shelley the hyperactive turtle. Woodbine House.
This book tells the story of Shelley who has ADHD. The story takes you through the troubles that the little turtle faces, his visit to the doctor, and finally to his treatment. While the story is well written, it is a bit disconcerting that the medication that they give Shelley, gives the reader the impression that the little turtle is fixed. Making the pill like a magic bullet. The illustrations of the book are colorful and add to the storyline. However, some children may find the illustration of the machine that the doctor uses to measure Shelley’s brain disturbing. The only female turtle in the book was Shelley’s mother, who always wore an apron and a bed cap. This may convey to the reader that only boys can have ADHD. The appropriate age level of the book is five to seven year olds. As a teacher, you could use this book to start a discussion of ADHD.
Janover, Caroline. (1997). Zipper the kid with adhd. Woodbine House.
This story is about a fifth grade boy named Zachary Winson who has ADHD, also known as Zipper. It follows him through the trouble he gets into school and at home. In the story he meets a jazz player at a nursing home named Picking Pete, who helps him to funnel his energy into playing the drums. The book also briefly touches on dyslexia as well with one of Zipper’s friends, Josh. The book also has appendixes that discuss exactly what ADHD is, treatments of ADHD, how to have success in school, improve your social life, medication and resources for students with ADHD. A critique of the book is that the main character is white and comes from a middle class family. In the book there are a few black and white pencil drawings that illustrate the main points of the story. The book suggests third to sixth grade as the appropriate grade level for this book. However, it could be read to a second grader, and it may still be age appropriate for a seventh grader. As a teacher you could use this book to start a discussion of ADHD, in literature circle, a character empathy lesson and a push off point into a research project into ADHD.
Harrar, George. (2001). Parents wanted. Milkweed Editions.
This book is told from the point of view
of a twelve-year-old boy named, Andrew Fleck who has ADD. His mother gave
him to the state because she couldn’t control him. The story follows Andy
as he is placed into a perspective home for adoption. His adoptive parents
refuse to give up on him, and finally do adopt him, even though he has
stolen money from them, broken his adoptive father’s Ted Williams bat playing
mailbox baseball, and accused his adoptive father of molesting him. Even
though the family that adopted Andy is white and middle-class, this book
does discuss what it is like for children with ADD in the foster care system.
Some students may find the topic of molestation difficult to discuss. There
are six black and white illustrations in the book. The appropriate age
level of the book is sixth to eighth grade. As a teacher you could use
this book to discuss ADD, foster care and wrongful touching of children,
and the consequences false accusations may have. This book could be used
in literature circle as well as a beginning point for research on the topic
of ADD and other learning disabilities.
Websites for ADHD
www.chadd.org: Children and Adults with AD/HD
Amada:This website was extremely easy to navigate and offered a lot of good information for children and adults with ADHD and the people who love them. In the frequently asked questions portion, issues like medication during pregnancy and IDEA information were addressed. This website would be particularly helpful for adults with ADHD who are having issues with money, driving, or relationships.
Dusti: This website is designed to inform educators, parents, and people with ADHD about the disorder, give specific information and answer general questions. It also provides multiple links about research, conferences, memberships, directories and support. Site is extensive and easy to navigate. Provides people new to the subject of ADHD a place to start and many local and internet outlets for support and information. Also has multiple links for educators including rights, scholarships, and resources.
Critique:
Strengths:
Gray: This is the website for Children and Adults with Attention-Deficit/Hyperactivity Disorder, a parent/professional and non-profit organization that provides science-based and evidence-based information about ADHD. Informative fact sheets provide useful information about the general ADHD disorder, parenting children with ADHD, educational rights for children with ADHD, assessing ADHD interventions, adults with ADHD, and many other aspects of the disorder. There are also links to help find professional help and other support services in your local area. This website is filled with detailed information, including numerous links giving information on how ADHD relates to educational, occupational, and disability-benefit issues. There are also numerous research links, including lists of current research studies and opportunities to subscribe to free research magazines related to ADHD. There is also a way to access a Spanish-language version of the site. This website is a great resource for parents, students, researchers, teachers, or anyone interested in the ADHD disorder.
Rachel P: This website is intended for children and adults with ADHD. It provides information in the form of "fact sheets" in htm and pdf formats. The website also answers frequently asked questions about ADHD, it allows the user to find professionals such as therapists, and doctors in their area, and find local support and services in the users area. The website is offered in both English and Spanish. The user will find links to the CHADD shop, support, research, pressroom, and public policy. This website is useful to people that want to learn more about ADHD and network support for their disability.
www.add.org: Attention Deficit Disorder Association (ADDA)
Amada: This is another website that can be a great resource for adults with ADHD. This site is not as easy to navigate. It offers a newsletter and available resources.
Dusti: "World’s largest leading adult AD/HD organization"
This website is designed for adults with ADD and ADHD. It "provides information, resources, and networking to adults with AD/HD and to professionals who work with them." The site includes research artless on ADHD and links include; how to find help, conferences available, video and audio, information about the organization and membership. Also has a search engine that allows you to search other websites, not just their own. Includes very limited information for educators.
Critique:
Strengths:
Gray: This is the website for the National Attention Deficit Disorder Association, providing information primarily for adults with ADHD and the professionals working with them. There is a link to subscribe to a free newsletter from the organization, as well as links to current events, such as conferences, regarding ADHD. There is a "finding help" page to assist in the search for professional help, as well as numerous informational links regarding various aspects of the disorder, from links focused upon women with ADHD, to occupational issues, to school-related issues. Information related to school includes links giving advice on helping adolescents with ADHD complete homework, helping students with ADHD transition into college, and helping people understand "buzz words" associated with ADHD students such as constructivist teaching and multiple intelligence theory. This website is more focused upon providing information for adults with ADHD than for students or teachers, but it nonetheless has some useful information for educators.
Rachel P: The intended audience of this website is adults with AD/HD and professionals who work with them. The mission statement of the site is clearly stated on its home page, " … to provide information, resources and networking to adults with AD/HD and to the professionals who work with them." There is a search engine that allows the user to search other websites for information on ADHD. The website also has information about conferences, and medicine safety updates. Some of the links that users will find are; information about ADDA (Attention Deficit Disorder Association), finding help (which is a professional yellow pages search engine), articles about AD/HD (such as ABC’s of AD/HD, organization and time management, women and AD/HD, career and workplace and school issues) and a link to the organization’s store. As an adult, the website is extremely user friendly, however it would not be for children under sixth grade. The site is easy to navigate and the buttons are easy to find, at the top.
Heidi: "This is the website for the National Attention Deficit Disorder Association, which provides information about individuals with ADHD" (Vaughn et al., 2003, p. 65).
Website of the Attention Deficit Disorder Association.
ADDA is the world's largest organization for adults with ADHD. The mission of ADDA is to provide information, resources and networking to adults with ADHD and to the professionals who work with them. This website provides scientific perspectives and personal stories. There are articles on a variety of subjects including career, family, legal issues, women and ADHD, and research. You can access these resources without being a registered member.
You must pay to be a registered member. Services for members include: networking opportunities in the "yellow pages" of businesses and professionals who provide services for people with ADHD, written information, teleclasses, and a monthly publication from the organization.
Usefulness: This website is geared towards an adult audience. Because this organization focuses on adults with ADHD this website may be useful for high school and post-secondary teachers to gain resources about ADHD. The articles provided to non-members include information on adolescents, transitioning to college, what it is like to have ADHD, and basic facts about ADHD. The information provided seems in-line with the info provided in Vaughn, Bos & Schumm (2003).
Heidi: "This is the website for the National Institute for Childhood Health and Human Development and provides information and research on specific learning disabilities and ADHD" (Vaughn, et al., 2003, p. 65).
Description of site: The National Institute of Child Health and Human Development (NICHD) is part of the National Institutes of Health National Institutes of Health, the biomedical research arm of the U.S. Department of Health and Human Services Department of Health and Human Services. The mission of the NICHD "is to ensure that every person is born healthy and wanted, that women suffer no harmful effects from reproductive processes, and that all children have the chance to achieve their full potential for healthy and productive lives, free from disease or disability, and to ensure the health, productivity, independence, and well-being of all people through optimal rehabilitation."
The majority of text on this website is in the form of research articles, government reports and symposium notes. There are numerous topics covered for many childhood health concerns.
Usefulness: A search for ADHD came
up with 20 hits, but it was difficult to find the information specifically
about ADHD (I actually only found "attention deficit hyperactivity disorder"
mentioned in one article of the 7 I tried.) This website has research supported
information on many childhood health issues, but it is difficult to navigate
and find "user-friendly" information on ADHD.
http://www.nimh.nih.gov/publicat/adhd.cfm
Kate:
A detailed booklet that describes the symptoms, causes, and treatments,
with information on getting help and coping. It has pretty basic, mainstream
information, but a detailed reference list.
Kate: Attention Deficit Disorder Resources is a national, non-profit organization whose mission is to help people with ADHD achieve their full potential. The website offers free articles on ADHD and National ADHD resource directory and support groups in the local areas for Parents of ADHD kids groups.