School-Based Interventions for Elementary School Students with ADHD

DuPaul, George J.; Gormley, Matthew J.; Laracy, Seth D.

doi:10.1016/j.chc.2014.05.003

Cited by 46 publications

(27 citation statements)

References 18 publications

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“…This is consistent with research that highlight selected environmental factors relevant in ADHD [17][18][19], argue for a better understanding of the environment factors that influence functional outcomes in ADHD [50,51], and promote interventions that help individuals with ADHD to more optimally perform in key environmental contexts [52], such as education [53], vocation [54], and community participation [9].…”

Section: Discussionsupporting

confidence: 73%

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Bölte

Mahdi

Coghill

et al. 2018

Eur Child Adolesc Psychiatry

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Attention-deficit/hyperactivity disorder (ADHD) is associated with significant impairments in social, educational, and occupational functioning, as well as specific strengths. Currently, there is no internationally accepted standard to assess the functioning of individuals with ADHD. WHO's International Classification of Functioning, Disability and Health-child and youth version (ICF) can serve as a conceptual basis for such a standard. The objective of this study is to develop a comprehensive, a common brief, and three age-appropriate brief ICF Core Sets for ADHD. Using a standardised methodology, four international preparatory studies generated 132 second-level ICF candidate categories that served as the basis for developing ADHD Core Sets. Using these categories and following an iterative consensus process, 20 ADHD experts from nine professional disciplines and representing all six WHO regions selected the most relevant categories to constitute the ADHD Core Sets. The consensus process resulted in 72 second-level ICF categories forming the comprehensive ICF Core Set-these represented 8 body functions, 35 activities and participation, and 29 environmental categories. A Common Brief Core Set that included 38 categories was also defined. Age-specific brief Core Sets included a 47 category preschool version for 0-5 years old, a 55 category school-age version for 6-16 years old, and a 52 category version for older adolescents and adults 17 years old and above. The ICF Core Sets for ADHD mark a milestone toward an internationally standardised functional assessment of ADHD across the lifespan, and across educational, administrative, clinical, and research settings.

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Section: Discussionsupporting

confidence: 73%

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Bölte

Mahdi

Coghill

et al. 2018

Eur Child Adolesc Psychiatry

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“…Formulating psychosocial treatment plans, and targeting trouble areas present only in the school environment may benefit from teacher reports about school-based behaviors. Teacher reports are clearly essential for school-based treatment programs [41 42]. …”

Section: Discussionmentioning

confidence: 99%

Parent-based diagnosis of ADHD is as accurate as a teacher-based diagnosis of ADHD

Bied

Biederman

Faraone

2017

Postgraduate Medicine

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Objective To review the literature evaluating the psychometric properties of parent and teacher informants relative to a gold-standard ADHD diagnosis in pediatric populations. Method We included studies that included both a parent and teacher informant, a gold-standard diagnosis, and diagnostic accuracy metrics. Potential confounds were evaluated. We also assessed the ‘OR’ and the ‘AND’ rules for combining informant reports. Results Eight articles met inclusion criteria. The diagnostic accuracy for predicting gold standard ADHD diagnoses did not differ between parents and teachers. Sample size, sample type, participant drop-out, participant age, participant gender, geographic area of the study, and date of study publication were assessed as potential confounds. Conclusion Parent and teachers both yielded moderate to good diagnostic accuracy for ADHD diagnoses. Parent reports were statistically indistinguishable from those of teachers. The predictive features of the ‘OR’ and ‘AND’ rules are useful in evaluating approaches to better integrating information from these informants.

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“…The individual was encouraged to assume further responsibilities for his/her different behaviors (Hallahan & Hudson, 2002). On the other hand, different studies introduced the self-monitoring strategy for observing and recording specific aspect of behavior in different populations and at all ages (in public and exceptional training situations, the students with growth inabilities, learning inabilities, behavioral and emotional disorders, and even children with autism) (Harris, 1986;Neef, Bicard, & Endo, 2001;Dush, Hirt, & Schroeder, 1989;O'Leary & Dubey, 1979;Barkley, 2002;Hong, 2008;DuPaul, Gormley, & Laracy, 2014;Watson et al, 2015;Stasolla, Perilli, & Damiani, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Different studies assessed self-monitoring effectiveness. Some studies showed that the self-monitoring was an effective program for improving performance, educational accuracy, and increasing attention span for ADHD students (Barkley, 2002;Hong, 2008;DuPaul, Gormley, & Laracy, 2014;Watson et al, 2015;Stasolla, Perilli, & Damiani, 2014;Nelson, Benner, & Bohaty, 2014;Harrison, Thompson, & Vannest, 2009;Harris et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Eslami¹,

Mirnasab²,

Malek³

et al. 2016

IJPS

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Introduction: This study aimed to examine Terri Hiltel's Self-monitoring Program on improving the attention of four primary school students with Attention Deficit/Hyperactivity Disorder (ADHD). Materials and Methods:Single subject multiple-baseline design (ABA) across participants was utilized. The participants were observed along the baseline phase and the percentage of their target behaviors was accurately recorded. After the baseline, the students were trained by Terri Hiltel's Self-monitoring program (called shiny light bulb method) for 12 sessions.Results: Level and trend analysis showed that the data points were placed at a level lower than the baseline for all the participants at intervention phase. That is, manifestation of off-task behaviors of the students in this phase decreased compared to the non-intervention phase (baseline); However, therapeutic effects discontinued and reduced at follow-up phase. Conclusion:Findings supported the effectiveness of self-monitoring program as a therapeutic cognitive-behavioral technique. The Study implications are discussed for applying this technique in schools and using it along with other treatments.

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School-Based Interventions for Elementary School Students with ADHD

Cited by 46 publications

References 18 publications

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD

Parent-based diagnosis of ADHD is as accurate as a teacher-based diagnosis of ADHD

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

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