9780898622454

This popular reference and text provides essential guidance for school-based professionals meeting the challenges of ADHD at any grade level. Comprehensive and practical, the book includes several reproducible assessment tools and handouts. A team-based approach to intervention is emphasized in chapters offering research-based guidelines for: * Identifying and assessing children with ADHD and those at risk* Understanding learning difficulties associated with the disorder* Developing an overall intervention and support plan for each student* Implementing behavioral, academic, and social support strategies in the classroom* Monitoring medication use and collaborating effectively with physicians* Conducting adjunctive interventions, such as parent training

George J. DuPaul, Ph.D., is an associate professor of school psychology at Lehigh University. He received his doctorate in school psychology from the University of Rhode Island in 1985. Prior to his appointment at Lehigh, he served on the faculty at the University of Massachusetts Medical Center. The author or coauthor of more than 40 journal articles and book chapters related to ADHD, Dr. DuPaul has extensive experience providing clinical and school-based services to children with Attention Deficit Hyperactivity Disorder (ADHD) and their families. Currently, he is investigating the use of peer-mediated and self-management interventions for ADHD in school settings.
Gary Stoner, Ph.D., is an Associate Professor with the School Psychology Program in the Division of Special Education and Rehabilitation at the University of Oregon. Dr. Stoner earned his doctorate in Psychology with a specialization in School Psychology from the University of Rhode Island in 1986, after which he completed a one-year Postdoctoral Fellowship in applied behavior analysis, developmental disabilities, and behavioral pediatrics at the Kennedy Institute for Handicapped Children/Johns Hopkins University School of Medicine. He serves as a member of the editorial boards of the professional journals School Psychology Review, and School Psychology Quarterly. Dr. Stoner is engaged in ongoing research, professional training, and writing regarding the education of students with ADHD.

Overview of ADHD

1

(16)

Greg, Age 7

1

(1)

Amy, Age 13

1

(1)

Tommy, Age 9

2

(1)

Prevalence of ADHD

3

(1)

School-Related Problems of Children with ADHD

3

(3)

Subtypes of ADHD

6

(3)

Possible Causes of ADHD

9

(2)

The Impact of Situational Factors on Symptom Severity

11

(2)

Long-Term Outcome of Children with ADHD

13

(2)

Overview of Subsequent Chapters

15

(2)

Assessment of ADHD in School Settings

17

(45)

The Use of Diagnostic Criteria in the School-Based Assessment of ADHD

18

(5)

Overview of Assessment Methods

23

(2)

Stages of Assessment of ADHD

25

(22)

Developmental Considerations in the Assessment of ADHD

47

(2)

Case Example

49

(4)

Summary

53

(2)

Appendix 2.1 Criteria for the Revised ADHD Behavior Coding System

55

(1)

Appendix 2.2 Criteria for the Teacher-Student Behavior Coding System

56

(3)

Appendix 2.3 Criteria for the Social Behavior Coding System

59

(3)

ADHD and Learning Difficulties: What Is the Connection?

62

(34)

Association of ADHD with Cognitive Deficits

63

(2)

Association of ADHD with Academic Underachievement

65

(1)

Possible Causal Connections between ADHD and Academic Problems

66

(12)

Subtyping of ADHD Based on Academic Skills Deficits

78

(2)

Assessment Guidelines: ADHD and Academic Performance Deficits

80

(4)

Case Example

84

(2)

Implications for Intervention

86

(2)

ADHD as a Special Education Category

88

(4)

Summary

92

(2)

Appendix 3.1 Zirkel's Checklist for Determining Legal Eligibility of ADD/ADHD Students

94

(2)

Classroom-Based Intervention Strategies

96

(39)

General Considerations for Classroom-Based Interventions

99

(4)

Contingency Management Procedures

103

(14)

Self-Management Interventions

117

(5)

Effective Educational Strategies

122

(10)

Support for Teachers

132

(2)

Summary

134

(1)

Medication Therapy

135

(36)

Types of Psychotropic Medications Employed

136

(5)

Behavioral Effects of Stimulants

141

(10)

Possible Side Effects of Central Nervous System Stimulants

151

(2)

Factors to Consider when Recommending a Medication Trial

153

(1)

Assessment of Medication Effects in Classroom Settings

154

(8)

Communication of Results with Prescribing Physician

162

(2)

Ongoing Monitoring of Medication Response

164

(1)

Limitations of Stimulant Medication Treatment

164

(1)

Summary

165

(2)

Appendix 5.1 Stimulant Medication Treatment of ADHD: A Teacher Handout

167

(3)

Apendix 5.2 ADHD Self-Report Rating Scale

170

(1)

Adjunctive Interventions for ADHD

171

(28)

School-Based Interventions

172

(16)

Home-Based Interventions

188

(5)

Interventions with Limited or No Efficacy

193

(4)

Summary

197

(2)

Communication with Parents, Professionals, and Students

199

(23)

DSM Diagnoses and Educational Services

200

(3)

Educational Training and Responsibilities

203

(2)

Issues Surrounding Stimulant Medication Treatment

205

(3)

Communication between Education Professionals and Parents

208

(4)

Communications with Physicians and Other Professionals

212

(1)

Communications with Students

213

(2)

Summary

215

(1)

Appendix 7.1 Suggested Readings on ADHD and Related Difficulties for Parents and Teachers

216

(1)

Appendix 7.2 Referral Letter to a Physician

217

(1)

Appendix 7.3 Referral to Physician for Possible Medication Trial

218

(1)

Appendix 7.4 Description of Medication Trial to Physician

219

(1)

Appendix 7.5 Report of Results of Medication Trial to Physician

220

(2)

Conclusions and Future Directions

222

(15)

Future Directions for Working with Students with ADHD

225

(11)

Conclusions

236

(1)

References

237

(28)

Index

265

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ADHD in the Schools Assessment and Intervention Strategies

ADHD in the Schools Assessment and Intervention Strategies

089862245X

Summary

Author Biography

Table of Contents

Supplemental Materials