ADHD in the Schools Assessment and Intervention Strategies

by DuPaul, George J.; Stoner, Gary

• ISBN13: 9780898622454
• ISBN10: 089862245X
• Edition: 1st
• Format: Hardcover
• Copyright: 1994-02-25
• Publisher: The Guilford Press

Summary

This popular reference and text provides essential guidance for school-based professionals meeting the challenges of ADHD at any grade level. Comprehensive and practical, the book includes several reproducible assessment tools and handouts. A team-based approach to intervention is emphasized in chapters offering research-based guidelines for: * Identifying and assessing children with ADHD and those at risk* Understanding learning difficulties associated with the disorder* Developing an overall intervention and support plan for each student* Implementing behavioral, academic, and social support strategies in the classroom* Monitoring medication use and collaborating effectively with physicians* Conducting adjunctive interventions, such as parent training

Author Biography

George J. DuPaul, Ph.D., is an associate professor of school psychology at Lehigh University. He received his doctorate in school psychology from the University of Rhode Island in 1985. Prior to his appointment at Lehigh, he served on the faculty at the University of Massachusetts Medical Center. The author or coauthor of more than 40 journal articles and book chapters related to ADHD, Dr. DuPaul has extensive experience providing clinical and school-based services to children with Attention Deficit Hyperactivity Disorder (ADHD) and their families. Currently, he is investigating the use of peer-mediated and self-management interventions for ADHD in school settings.
Gary Stoner, Ph.D., is an Associate Professor with the School Psychology Program in the Division of Special Education and Rehabilitation at the University of Oregon. Dr. Stoner earned his doctorate in Psychology with a specialization in School Psychology from the University of Rhode Island in 1986, after which he completed a one-year Postdoctoral Fellowship in applied behavior analysis, developmental disabilities, and behavioral pediatrics at the Kennedy Institute for Handicapped Children/Johns Hopkins University School of Medicine. He serves as a member of the editorial boards of the professional journals School Psychology Review, and School Psychology Quarterly. Dr. Stoner is engaged in ongoing research, professional training, and writing regarding the education of students with ADHD.

Table of Contents

Overview of ADHD	1	(16)
Greg, Age 7	1	(1)
Amy, Age 13	1	(1)
Tommy, Age 9	2	(1)
Prevalence of ADHD	3	(1)
School-Related Problems of Children with ADHD	3	(3)
Subtypes of ADHD	6	(3)
Possible Causes of ADHD	9	(2)
The Impact of Situational Factors on Symptom Severity	11	(2)
Long-Term Outcome of Children with ADHD	13	(2)
Overview of Subsequent Chapters	15	(2)
Assessment of ADHD in School Settings	17	(45)
The Use of Diagnostic Criteria in the School-Based Assessment of ADHD	18	(5)
Overview of Assessment Methods	23	(2)
Stages of Assessment of ADHD	25	(22)
Developmental Considerations in the Assessment of ADHD	47	(2)
Case Example	49	(4)
Summary	53	(2)
Appendix 2.1 Criteria for the Revised ADHD Behavior Coding System	55	(1)
Appendix 2.2 Criteria for the Teacher-Student Behavior Coding System	56	(3)
Appendix 2.3 Criteria for the Social Behavior Coding System	59	(3)
ADHD and Learning Difficulties: What Is the Connection?	62	(34)
Association of ADHD with Cognitive Deficits	63	(2)
Association of ADHD with Academic Underachievement	65	(1)
Possible Causal Connections between ADHD and Academic Problems	66	(12)
Subtyping of ADHD Based on Academic Skills Deficits	78	(2)
Assessment Guidelines: ADHD and Academic Performance Deficits	80	(4)
Case Example	84	(2)
Implications for Intervention	86	(2)
ADHD as a Special Education Category	88	(4)
Summary	92	(2)
Appendix 3.1 Zirkel's Checklist for Determining Legal Eligibility of ADD/ADHD Students	94	(2)
Classroom-Based Intervention Strategies	96	(39)
General Considerations for Classroom-Based Interventions	99	(4)
Contingency Management Procedures	103	(14)
Self-Management Interventions	117	(5)
Effective Educational Strategies	122	(10)
Support for Teachers	132	(2)
Summary	134	(1)
Medication Therapy	135	(36)
Types of Psychotropic Medications Employed	136	(5)
Behavioral Effects of Stimulants	141	(10)
Possible Side Effects of Central Nervous System Stimulants	151	(2)
Factors to Consider when Recommending a Medication Trial	153	(1)
Assessment of Medication Effects in Classroom Settings	154	(8)
Communication of Results with Prescribing Physician	162	(2)
Ongoing Monitoring of Medication Response	164	(1)
Limitations of Stimulant Medication Treatment	164	(1)
Summary	165	(2)
Appendix 5.1 Stimulant Medication Treatment of ADHD: A Teacher Handout	167	(3)
Apendix 5.2 ADHD Self-Report Rating Scale	170	(1)
Adjunctive Interventions for ADHD	171	(28)
School-Based Interventions	172	(16)
Home-Based Interventions	188	(5)
Interventions with Limited or No Efficacy	193	(4)
Summary	197	(2)
Communication with Parents, Professionals, and Students	199	(23)
DSM Diagnoses and Educational Services	200	(3)
Educational Training and Responsibilities	203	(2)
Issues Surrounding Stimulant Medication Treatment	205	(3)
Communication between Education Professionals and Parents	208	(4)
Communications with Physicians and Other Professionals	212	(1)
Communications with Students	213	(2)
Summary	215	(1)
Appendix 7.1 Suggested Readings on ADHD and Related Difficulties for Parents and Teachers	216	(1)
Appendix 7.2 Referral Letter to a Physician	217	(1)
Appendix 7.3 Referral to Physician for Possible Medication Trial	218	(1)
Appendix 7.4 Description of Medication Trial to Physician	219	(1)
Appendix 7.5 Report of Results of Medication Trial to Physician	220	(2)
Conclusions and Future Directions	222	(15)
Future Directions for Working with Students with ADHD	225	(11)
Conclusions	236	(1)
References	237	(28)
Index	265