Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

Shillingford-Butler, M. Ann; Theodore, Lea A.

doi:10.1177/2156759x1501604s03

Cited by 3 publications

(6 citation statements)

References 31 publications

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Section: Review Of the Literaturementioning

confidence: 99%

“…Mental health disorders associated with problems including planning, attention, and persistence make meeting curriculum demands such as organization, task completion, and recalling previously learned material challenging (Shillingford-Butler & Theodore, 2013). Poor sustained attention, somatic discomfort, and poor school attendance are just some of the effects of disorders including anxiety and Attention Deficit Hyperactivity Disorder (Shillingford-Butler & Theodore, 2013). Some behavior disorders and mood disorders can cause social issues in school, such as lack of peer acceptance, lack of social skills, and peer avoidance, thereby creating further barriers to school success (Grothaus, 2013; Kaffenberger & O’Rorke-Trigiani, 2013; Shillingford-Butler & Theodore, 2013).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Poor sustained attention, somatic discomfort, and poor school attendance are just some of the effects of disorders including anxiety and Attention Deficit Hyperactivity Disorder (Shillingford-Butler & Theodore, 2013). Some behavior disorders and mood disorders can cause social issues in school, such as lack of peer acceptance, lack of social skills, and peer avoidance, thereby creating further barriers to school success (Grothaus, 2013; Kaffenberger & O’Rorke-Trigiani, 2013; Shillingford-Butler & Theodore, 2013). School counselors need appropriate information, evidence-based interventions, and strategies to deal with the range of mental health issues seen in K–12 schools (DeKruyf et al, 2013; Kaffenberger & O’Rorke-Trigiani, 2013).…”

Section: Review Of the Literaturementioning

confidence: 99%

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The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

Appling

Tuttle

May

2019

Professional School Counseling

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The current research study explored the experiences of collaboration between K–12 school counselors and clinical mental health counselors (CMHCs). Through transcendental phenomenology, we examined the perspectives of 10 practicing school counselors who have collaborated with CMHCs. We identified seven main themes that highlighted the essence of these experiences: (a) key factors for effective collaboration, (b) “no ego on the table,” (c) benefits of collaboration, (d) roadblocks to collaboration, (e) eliminating roadblocks to collaboration, (f) preservice training, and (g) forging forward in practice. Implications and recommendations from this study inform practicing counselors and counselor education programs about these collaboration experiences and the need for collaboration to support the academic and social/emotional success of K–12 students.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

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The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

Appling

Tuttle

May

2019

Professional School Counseling

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“…School tends to be especially difficult for children with externalizing and offtask behaviors because these behaviors are in opposition to the expectations of students' classroom and school behaviors (Shillingford-Butler & Theodore, 2013). Regardless of their intelligence, children with these behaviors are more likely to perform poorly academically because they are less likely to retain information.…”

Section: Effectiveness Of a Play Therapy Intervention On Children's Ementioning

confidence: 99%

“…Regardless of their intelligence, children with these behaviors are more likely to perform poorly academically because they are less likely to retain information. They may receive additional diagnoses, such as learning Children's externalizing and off-task behaviors are deemed a major concern for elementary teachers and interfere with the classroom learning environment (Abidin & Robinson, 2002;Shillingford-Butler & Theodore, 2013). Children with these behaviors are at risk of falling behind academically and experiencing ongoing behavioral problems throughout their development.…”

Section: Effectiveness Of a Play Therapy Intervention On Children's Ementioning

confidence: 99%

Effectiveness of a Play Therapy Intervention on Children's Externalizing and Off-Task Behaviors

Meany-Walen

Teeling

Davis

et al. 2016

Professional School Counseling

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Children's externalizing and off-task behaviors are deemed a major concern for elementary teachers and interfere with the classroom learning environment (Abidin & Robinson, 2002; Shillingford-Butler & Theodore, 2013). Children with these behaviors are at risk of falling behind academically and experiencing ongoing behavioral problems throughout their development. This single-case research design investigates the effectiveness of Adlerian play therapy on the behaviors of two elementary-aged children who have externalizing and off-task classroom behaviors. Results for this intervention suggest Adlerian play therapy may show promise as an effective intervention for school counselors and school-based counselors.

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Orton-Gillingham Approach as an Online Intervention for Learners Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)-Specific Learning Disorder (SLD) in Mathematics: A Descriptive Case Study

Lomibao¹,

Tabor²

2023

CJFY

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The purpose of this qualitative descriptive case study was to investigate whether the use of Orton-Gillingham Math as an intervention in teaching a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) with impairment in mathematics lead to an improvement in addition skills. This study had a single participant chosen purposively based on the criteria namely diagnosis, arithmetic calculation level, and unfamiliarity with OG-Math intervention. The learner-participant was taught using the OG-Math approach which two main features are multisensory approach and concrete-representational-abstract progression via an online platform for twice-a-week over a period of four weeks. The pre and post evaluation of the learner-participant’s Developmental and Behavioral Pediatrician and the pre and post paper and pencil test which was composed of 75-item addition problems conducted by the teacher were used to determine the learner-participant’s basic operation addition fact knowledge prior and subsequent to the implementation of OG-Math online intervention. The data were analyzed using trustworthy thematic analysis and pattern matching. The analysis revealed that the learner-participant can already solve addition problems involving 3-digit addends with and without regrouping after the math intervention from only being able to solve single-digit addition problems. Hence, it is recommended to mathematics teachers to use OG-Math approach as an online intervention to children with ADHD and SLD with impairment in math to improve their addition skills.

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Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

Cited by 3 publications

References 31 publications

The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

Effectiveness of a Play Therapy Intervention on Children's Externalizing and Off-Task Behaviors

Orton-Gillingham Approach as an Online Intervention for Learners Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)-Specific Learning Disorder (SLD) in Mathematics: A Descriptive Case Study

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