Abstract
This project was completed through a collaborative effort between the three authors. Research was conducted by all three authors. Delia Villasefor completed the abstract and chapter one, three, and four. Bethany Grove and Melanie Searls completed chapter two. The handbook (the product of this project) was completed by all three authors. Students with ADHD have academic, social, and behavioral difficulties that interfere with their ability to be successful in school. Research shows that there are empirically validated classroom interventions that will help them overcome those difficulties. The purpose of the project is to develop a handbook for teachers that defines ADHD and contains research-based and/or research informed classroom interventions for students with this disorder. The handout will be a useful, clear, and concise resource for teachers who have students with ADHD in their classrooms. In the development of this project, the authors searched for articles about ADHD on multiple online search engines. The authors focused on research articles that were specific to (a) empirically based classroom interventions for students with ADHD, (b)ADHD statistics, and (c) implications related to academic performance for students diagnosed with ADHD. After the information was reviewed and organized, the teacher's handbook (the product of this project) was created. The handbook is not designed to be a stand-alone treatment for ADHD. Educators may need to collaborate with parents and physicians to find the most effective combination of treatments for students with ADHD. In addition, various interventions may need to be explored before finding one that is effective for the individual student.