High School students navigate more autonomy, less parent, teacher, and school supports and structures, along with increased independence. Critical skills for teens include the ability to engage executive functioning skills and self-regulatory behaviors, such as planning and organization, all predictive of future academic attainment. To inform the understanding and development of models for effective intervention that are accepted and readily adopted by teenagers with ADHD, a closer look at academic enablers from the perspective of teenagers frames the discussion. This presentation is unique in that audio excerpts from a series of interviews with 16 teenagers with ADHD are included throughout. First-person accounts could prove advantageous as school psychologists, special education teachers, and general education teachers collaborate on the most effective instructional strategies and support services for students with ADHD.
Working in education for 23 years, Dr. Kara A. Loftin has dedicated her career to developing and facilitating interventions and support for K-12 students with exceptionalities. As Head of School at The Craig School, she oversees an evidence-based school program that values parent-school partnerships and is grounded in Orton-Gillingham instructional practices, multi-sensory learning, whole child development, and organizational skills development. She earned a Ph.D. in Special Education from the University of Northern Colorado.