No abstract

Routine use of CAPD test protocols cannot be supported, and strong consideration should be given to redirecting focus on assessing overall listening abilities. Also, intervention needs to be contextualized and functional. A suggested protocol is provided for consideration. All of these issues warrant ongoing research.

The article concludes with the authors' recommendations for continued research and their views on the appropriate role of the SLP in performing careful screening, making referrals, and supporting intervention.

In a study of the degree to which theoretical understanding of ADHD as a disorder of executive function influences school-based intervention, the most commonly used curricular materials produced and distributed for use with ADHD students were reviewed. In addition, school psychologists were surveyed regarding typical intervention practices. School psychologists reported infrequent use of general practices designed to systematically improve executive functions in contextually relevant ways. Similarly, commonly used curricular materials for students with ADHD include rare references to general executive function interventions through everyday routines. Although school psychologists reported use of both contingency and antecedent management approaches, the curricular materials reviewed reveal considerably greater emphasis on contingency management procedures, which are generally not consistent with an executive function orientation and are contrary to the growing body of literature suggesting that individuals with frontal lobe impairment have difficulty learning from consequences. It appears that despite growing understanding of ADHD as a disorder of executive function, intervention approaches are not largely influenced by this theoretical framework.

The AAA CAPD guidance document will need to be updated and re-conceptualised in order to provide meaningful guidance for clinicians.