CHAPTER 2

These may be copies of lesson overheads, outlines or even a designated peer note-taker (Busch, 1993; Raza, 1997; Yehle, & Wambold, 1998). Make academic tasks brief and give immediate feedback about the accuracy of the assignments. The student with ADHD requires frequent and intermittent feedback while working on assignments (Gardill et al., 1996). ................
................