A new approach to help kids with ADHD and LD succeed in and
outside the classroom
This groundbreaking book addresses the consequences of the
unabated stress associated with Learning disabilities and ADHD and
the toxic, deleterious impact of this stress on kids’ academic
learning, social skills, behavior, and efficient brain functioning.
Schultz draws upon three decades of work as a neuropsychologist,
teacher educator, and school consultant to address this gap. This
book can help change the way parents and teachers think about why
kids with LD and ADHD find school and homework so toxic. It will
also offer an abundant supply of practical, understandable
strategies that have been shown to reduce stress at school and at
home.
* Offers a new way to look at why kids with ADHD/LD struggle at
school
* Provides effective strategies to reduce stress in kids with
ADHD and LD
* Includes helpful rating scales, checklists, and printable
charts to use at school and home
This important resource is written by a faculty member of
Harvard Medical School in the Department of Psychiatry and former
classroom teacher.
Table of Content
Foreword ix
by Edward M. Hallowell
Acknowledgments xi
Introduction 1
Part One: The Neurobiology of Stress
1. Stayin’ Alive: Understanding the Human Brain and How It Responds to Stress 17
2. Stress Goes to School 37
Part Two: Making Sense of LD and ADHD
3. What’s in a Name? Clearing Up Misperceptions About Learning Disabilities 53
4. Demystifying ADHD 83
5. Decoding Stress with Neuropsychological Evaluations 105
Part Three: How Kids ‘SAVE FASE’ and DE-STRESS
6. Nowhere to Hide: How Negative Behaviors Help Kids ‘Save FASE’ 133
7. From Distress to DE-STRESS: Breaking the FASE Cycle and Putting Kids on the Path to Competence 149
Part Four: Special Messages for Teachers and Parents
8. Making Schools Stress-Less and Success-Full for Students with LD and ADHD 201
9. Parents and Families: Home Is Where the Heart (and Heartache) Is 245
Conclusion: All’s Well That Ends…Well . . . 275
Appendix A: Resources for Families and Teachers 285
Appendix B: Forms and Activities 289
References 300
About the Author 306
Index 308
About the author
Jerome J. Schultz, Ph.D., a clinical neuropsychologist for over thirty years, is on the faculty of Harvard Medical School and consults to schools in the United States and abroad. A former middle school teacher, Schultz specializes in the neuropsychological assessment and treatment of youth with learning disabilities and ADHD. For more information visit his website at www.jeromeschultz.com.
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