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ADHD student education 
The student may exhibit symptoms that include behaviors from both categories above.
 
 

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013). 
 
To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010). 

Two important federal mandates protect the rights of eligible children with ADHD-the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a "free appropriate public education" to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504.
The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems.

Stress Management Tips 
People can learn to manage stress and lead happier , healthier 
 
 


Accept that there are events that you cannot control.
Be assertive instead of aggressive. Assert your feelings, opinions, or beliefs instead of becoming angry, defensive, or passive.
Learn and practice relaxation techniques; try meditation, yoga, or tai-chi for stress management.
Exercise regularly. Your body can fight stress better when it is fit.
Eat healthy, well-balanced meals.
Learn to manage your time more effectively.
Set limits appropriately and learn to say no to requests that would create excessive stress in your life.
Make time for hobbies, interests, and relaxation.
Get enough rest and sleep. Your body needs time to recover from stressful events.

Description is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modesDescription is the pattern of narrative development that aims to make vivid a place, object, character, or group. Description is one of four rhetorical modes.

Text from William & Mary and Texas A&M https://education.wm.edu/centers/ttac/documents/packets/adhd.pdfThe goal of behavior management strategies is to help students learn to manage their ownbehavior. The following strategies are most effective when used in conjunction with evidence based instructional strategies.
Prevention StrategiesHere are some preventive measures that support students in demonstrating positivebehavior.
Nonverbal Supports: Together with the student, develop inconspicuous,nonverbal messages such as eye contact, hand gestures, or other signals that teachstudents to recognize the conditions that trigger specific behaviors. Once thesystem is developed, students can learn to manage their behavioral responsesbefore they occur. 
 
For example, creating a signal and routine for “taking a five minutebreak” at a specified classroom location provides an opportunity for thestudent to recognize when he is becoming restless or frustrated and preventsbehavior from escalating. This system is most effective if used before thebehavior escalates or intensifies.
Choice as Reward: Choice in and of itself appears to be highly reinforcing.Provide choices of activities between assignments or embed choices withinassignments (e.g., choice of materials, readings, response modes, peer partners).Choices also provide students practice in decision making.
Checking With Chimes: In order to teach students to monitor their attention totask, set reminders at random intervals on an electronic device, such as asmartphone or kitchen timer. Time intervals should be set based on the student’sattention span and the pace of the lesson (typically 3 to 5 minutes). When thetone sounds, the student charts or marks whether she is engaged in learning. Asimple yes or no checklist works well. Students can monitor their own behaviorsby giving themselves points or checkmarks for appropriate behavior. Extra pointsmay be awarded when student and teacher ratings match. The student could thenchart her score using a computer program, tablet, smartphone, graph paper, orposter board.

Factors that foster attention, positive behavior, and academic and social success includeestablishing positive relationships with students, adopting classroom management techniques,and creating a physical arrangement that facilitates learning.
 

Making Team Building an Everyday Priority



Shakira's team is experienced and hard-working – but, lately, its performance has been "hit and miss."
The team seems to have lost some of its energy and motivation, and morale is beginning to drop. So, Shakira decides to get her people back on track by exploring some team building strategies and activities.
Team building is about providing the skills, training and resources that your people need, so that they can work in harmony. But, to be truly effective, it needs to be a continual process, embedded into your team and organization's culture.
There's a place for one-off team building exercises, but they need to have a clear purpose, such as improving a particular skill, and must be well designed to avoid conflict.
In this article and video, you can explore how to use team building activities and exercises as part of an ongoing strategy for developing a strong and effective team.