Many teacher-oriented resources provide information on strategies for improving the academic performance and behavior of students with AD/HD. However, methods for improving the social difficulties of these students have been relatively neglected, despite evidence characterizing social problems as among the most debilitating aspects of the disorder. To address the social needs of students with AD/HD in general education classrooms, we designed a professional development program that is based not only on current knowledge of students with AD/HD, but also on the professional development needs of teachers. In this article, we describe the evolution of this program, its conceptual underpinnings, and its specific components.
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