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Why A.D.H.D. Doesn't Mean Disaster
by Dennis Swanberg, Diane Passno, and Dr. Walt Latimore © 2003
(Tyndale House Publishers: Wheaton, IL) [168 pages]
[Answer 11 of 15 questions correctly to receive 7 hours of Continuing Education credit].

 

Chapter 2: All About Dennis (p. 5-15)
1. As a child, Dennis had to become “street smart” to compensate for his ADHD. In school, he discovered that he was more successful in subjects like English and journalism if he
a
. regularly took his medication.
b. studied twice as hard as his classmates.
c. was allowed to give verbal reports instead of written reports.
d. stopped joking around so much and adopted a more serious attitude.

Chapter 3: All About Danielle (p. 17-29)
2. Although the cause of ADHD is currently unknown, a respectable theory has been proposed by Richard DeGrandpre in his book Ritalin Nation: Rapid-Fire Culture and the Transformation of Human Consciousness. He believes that many of the behaviors seen in ADHD people originate from|
a. abnormalities in the level of the brain chemical dopamine.
b. having a different brain structure at birth.
c. not having had enough stimulation in early child development.
d. early exposure to sensory bombardment in the absence of parental
    structure.

A large study of identical and fraternal twins in Norway concluded
that ADHD had nearly an 80% chance of being inherited.
 

Chapter 4: All About Dusty (p. 31-39)
3. Dennis, as an ADHD parent, often responded to his ADHD son, Dusty, with
a. patience and understanding, since he was well-acquainted with ADHD
    patterns.
b. impatience and criticism, fueled by the guilt he carried for passing on
    ADHD to his son.
c. reassurance that Dusty would turn out alright, since he himself became
    successful as an adult.
d. kindness and patience, since he knew that Dusty responded better to
    encouragement than to criticism.

Chapter 5: Will This Kid Ever Amount to Anything (p. 41-54)

4. About ___ of adolescents living with ADHD have been arrested by their 18th birthday. This is because ADHD teenagers have a desire for high-risk activity.
a. 10%
b. 20%
c. 30%
d. 40%

Chapter 6: The Battle Plan (p. 55-68)

5. Dr. Larimore advises parents not to make a diagnosis of ADHD themselves but to seek the professional help of a family physician, pediatrician, child developmentalist, doctor of psychology or psychiatrist who specializes in ADHD. The authors recommend that the first source parents should consult for finding these experts is
a. your local city or county medical association.
b. national ADHD organizations.
c. your local school.
d. parents of other ADHD children.

ADHD kids are frequently accused of not trying, of being lazy, of not being good kids.
They hear this from parents, siblings, teachers, classmates, and friends. One ADHD
child said, “God make a mistake when He put me together.” To offset this damaging
feedback, parents need to give their ADHD child an “inordinate amount of
encouragement, encouragement, and more encouragement.”
 

6. When Dusty flunked a Spanish course which he needed in order to qualify for a state scholarship to college, Dennis responded by
a. telling him not to worry about the scholarship; he would see to it that Dusty would get a college education.
b. getting him a tutor so he could take the course over again.
c. getting upset and telling him to try harder.
d. telling him that college was unnecessary so Dusty wouldn’t have to struggle through four more years of schooling.

HOW TEACHERS CAN HELP THEIR ADHD STUDENTS

1. Maintain an organized, structured classroom with clear
expectations and rules that have rewards and consequences.
2. Give directions with a minimum of steps to follow (3 to 5).
 3. Always give a warning before enforcing a consequence.
4. Designate specific areas in the classroom for different activities:
a snack area, a reading area, a homework area.
5. Assign specific times to specific tasks (“Now it’s time to work on
your math homework”). This produces a regular, predictable schedule.
6. Give lots of tasks that produce a sense of importance and responsibility.
7. Use a reward system where they can earn prizes with good behavior points.
8. Create hands-on activities which are fun for each ADHD child.
9. Give them breaks during long tedious tasks.
10. Keep good communication with their parents.
 

Chapter 7: School Daze (p. 69-79)
7. If the teacher of an ADHD student is completely uncooperative, either by not acknowledging the student’s ADHD or by labeling the student as just a “bad kid”, then the student’s parents should
a. change schools.
b. confront the teacher.
c. immediately arrange a conference with the principal and the school psychologist.
d. tell other parents how bad that teacher is.

Chapter 8: Brothers, Sisters, and Parents (p. 81-91)

8. According to Dr. Larimore, a physically aggressive ADHD child must be taught to convert their physical aggression into
a. athletic ability.
b. verbal expression.
c. better grades.
d. more household chores.

Chapter 9: ADHD -- BC and AD (p. 93-99)

9. What do all four of these Biblical figures have in common -- Moses, Saul (1st king of Israel), Simon Peter, and John Mark?
a. They all authored a portion of Scripture.
b. They all were known for their humility.
c. They all died as a martyr for their faith in God.
d. Their disabilities did not prevent them from being used by God for His glory.

Chapter 11: Q & A with Dr. Larimore (p. 107-125)

10. The highest potential for an ADHD diagnosis exists among
a. Caucasian boys.
b. Caucasian girls.
c. Latino boys.
d. African-American boys.

11. Which is NOT a characteristic of ADHD?
a. difficulty getting organized.
b. chronic procrastination.
c. a continual search for high stimulation.
d. a short attention span.

DR. DOMEENA RENSHAW’S “RULES OF THUMB”
WITH HYPERACTIVE CHILDREN

1. Be consistent in rules and discipline.
 2. Keep your own voice quiet and slow. Anger is normal. Anger can be controlled.
Anger does not mean you do not love your child.
3. Try hard to keep your emotions cool by bracing for expected turmoil. Recognize and respond to
any positive behavior, however small. If you search for good things, you will find a few.
4. Avoid a ceaselessly negative approach: “Stop”__ ”Don’t”__ “No”__
5. Separate behavior, which you may not like, from the child’s person, which you like, e.g.
“I like you. I don’t like your tracking mud through the house.”
6. Have a very clear routine for this child. Construct a timetable for waking, eating, play, TV,
study, chores, and bedtime. Follow it flexibly when he disrupts it. Slowly your structure will
reassure him until he develops his own.
 7. Demonstrate new or difficult tasks, using action accompanied by short, clear, quiet explanations.
Repeat the demonstration until learned. This used audiovisual-sensory perceptions to reinforce
the learning. The memory traces of a hyperactive child take longer to form. Be patient and repeat.
8. Designate a separate room or part of a room that is his own special area. Avoid brilliant colors
or complex patterns in décor. Simplicity, solid colors, minimal clutter, and a worktable facing a
blank wall away from distractions assist concentration. A hyperactive child cannot filter out
over stimulation himself yet.
9. Do one thing at a time. Give him one toy from a closed box; clear the table of everything else
when coloring; turn off the radio/TV when he is doing homework. Multiple stimuli prevent his
 concentration from focusing on his primary task.
10. Give him responsibility, which is essential for growth. The task should be within his capacity,
although the assignment may need much supervision. Acceptance and recognition of his efforts
(even when imperfect) should not be forgotten.
11. Read his pre-explosive warning signals. Quietly intervene to avoid explosions by distracting him
or discussing the conflict calmly. Removal from the battle zone to the sanctuary of his room for a
few minutes is useful.
12. Restrict playmates to one or at most two at a time, because he is so excitable. Your home is
more suitable, so you can provide structure and supervision. Explain your rules to the playmate
and briefly tell the other parent your reasons.
13. Do not pity, tease, be frightened by, or overindulge this child. He has a special condition of the
nervous system that is manageable.
14. Know the name and dose of his medication. Give it regularly. Watch and remember the effects to
report back to your physician.
15. Openly discuss with your physician any fears you have about the use of medications.
16. Lock up all medications to avoid accidental misuse.
17. Always supervise the taking of medication, even if it is routine over a long period of years.
Responsibility remains with the parents! One day’s supply at a time can be put in a regular place
and checked routinely as he becomes older and more self-reliant.
 18. Share your successful “helps” with his teacher. The outlined ways to help your hyperactive
child are as important to him as diet and insulin are to a diabetic child.
 

12. Which would NOT help an ADHD child do their homework?
a. a study area with many brilliant colors.
b. a study desk facing a blank wall.
c. clearing the table of everything except the subject being studied.
d. not having music/radio/television on in the background.

Chapter 12: Options for Dealing with ADHD (p. 127-152)

13. ________, an ADHD expert and researcher, believes that “parents and teachers must aid children with ADHD by anticipating events for them, breaking future tasks down into smaller and more immediate steps, and using artificial immediate rewards.”
a. Dr. Bill Maier
b. Dr. David B. Stein
c. Dr. Bose Ravenel
d. Dr. Russell A. Barkley

14. ADHD medications have proven to help with all of the following EXCEPT
a. reducing disruptive behavior.
b. improving school performance.
c. improving memorization skills.
d. raising IQ test scores.

15. Which ADHD medications are in the “long-acting” category?
a. Ritlalin, Methylin, Dextrostat, Dexedrine
b. Ritalin SR, Metadate ER, Methylin ER
c. Adderall, Focalin
d. Adderall XR, Concerta, Dexedrine Spansules, Ritalin LA