Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder

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Children with attention-deficit/hyperactivity disorder (ADHD) typically show impairments throughout the school day. A number of interventions have been demonstrated to address both the academic and behavioral impairments associated with this disorder. Although the focus of research has been on classroom-based strategies of intervention for children with ADHD, school-based interventions applicable for nonclassroom environments such as lunchrooms and playgrounds are beginning to emerge. This paper provides a brief description of the guiding principles of behavioral intervention, identifies selected strategies to address behavioral and academic concerns, discusses how school contextual factors have an effect on intervention selection and implementation, and considers the effects of using psychosocial interventions in combination with medication. ABSTRACT FROM AUTHOR], Copyright of Mind & Brain, The Journal of Psychiatry is the property of San Lucas Medical and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Mind & Brain, The Journal of Psychiatry





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This article was published in Mind & Brain, The Journal of Psychiatry, Volume 1, Issue 2, Pages 69-74.

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