School-based interventions for students with attention-deficit/hyperactivity disorder

Abstract

Children with attention-deficit/hyperactivity disorder typically manifest impairments in multiple settings. Perhaps the most common reason for referral relates to the school impairments experienced by these children. A wide range of intervention strategies have been developed for these children to improve attention and behavior, enhance academic competence, and promote social competence. A strong majority of the research on nonpharmacologic interventions has focused on strategies to improve attention and behavior. More recently, strategies specifically designed to promote the academic and social competence of these children are being developed. Also, most of the research has focused on elementary school-age children, but evidence-based strategies for intervening with preschoolers and adolescents are beginning to emerge.

Development of an Instrument to Measure Parents’ Preferences and Goals for the Treatment of Attention Deficit–Hyperactivity Disorder

“…Highlighting the need to coordinate ADHD care, each domain spans more than one setting; academic achievement depends upon success in the classroom and homework completion, behavior compliance necessitates children following both family and school rules, and improving interpersonal relationships requires addressing interactions with teachers, peers, and family. Among the goal domains and consistent with existing literature on ADHD, 47 academic achievement was the most commonly endorsed goal, rated highest by 52% of the study population. However, 46% of parents most wanted to address behavior problems, and 7% interpersonal relationships.…”

Fledgling Psychopathy in the Classroom: ADHD Subtypes, Psychopathy, and Reading Comprehension in a Community Sample of Adolescents

“…This is a meaningful distinction theoretically (Lynam, 1996) as fledgling psychopaths are less likely to care about school performance compared to youths with attention deficits who may be earnest in their studies yet still underperform. A multitude of school-based interventions exist for students with ADHD (Power, Tresco, & Cassano, 2009), and strategies that seek to improve academic competence (e.g., active participation, goal setting, peer and parent tutoring, etc.) and strategies that seek to improve social competence (e.g., social skills training, promoting sustained friendships, lunchroom and playground interventions, etc.)…”

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study

“…While none of the boys identified reasons why it was hard to make friends, it is possible that the boys presented with more overt behavioural characteristics of AD/HD at this time (Hoza et al, 2001). it is also possible that the boys' pragmatic language skills were less developed than their peers and thus their interactions were not always age-appropriate (Hoffman & DuPaul, 2000;Power, Tresco, & Cassano, 2009).…”