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

Abstract

StudentS diagnoSed with attention deficit hyperactivity diSorder: collaborative StrategieS for School counSelorS A ttention deficit hyperactive disorder (ADHD) has been identified as one of the most common behavioral disorders of childhood (Center for Disease Control and Prevention [CDC], 2010) with rising prevalence rates. Significantly, ADHD affects 3-5% of children every year (U.S. Department of Health & Human Services [HHS], 2011), with boys approximately three times more likely to be diagnosed with the disorder (CDC, 2010). The extent to which ADHD adversely affects the overall functioning of children and adolescents cannot be underestimated. It is well documented that the attention and associated behavior problems that children with ADHD experience negatively affect academic performance and school functioning (Shillingford, Lambie, & Walter, 2007). In light of the deleterious consequences of ADHD, effective school-based interventions are needed. This article provides an overview of ADHD in children, including prevalence, associated characteristics, comorbidity, and interventions that school counselors may employ in collaboration with teachers and parents to support students diagnosed with this disorder. Developmental CharaCteristiCs Childhood ADHD is characterized by three core characteristics that include inattention, hyperactivity, and impulsivity, and affects millions of children worldwide. However, the age and developmental level of a child often influence how symptoms are expressed.

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy

“…Children can be asked to paraphrase information and directions to ensure understanding (Shillingford‐Butler & Theodore, ). Additionally, it is important that the therapist allow the child time to think about a question and answer to allow for memory recall before assisting them.…”

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

“…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).…”

“…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).…”

“…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).…”