Formulating a functional model of attention deficit hyperactivity disorder for the practicing speech-language pathologist.
Speech-language pathologists need to embrace new models of service delivery if their work with children having ADHD is to be successful. Old models that are oriented toward deficits have proven to be ineffective, but application of a systems-theory approach from the social sciences to ADHD, together with support from recent educational research, provides a contextually-related model of service delivery. This model is discussed in terms of three major issues--identifying and describing students with ADHD, helping them overcome their problems, and meeting the needs of their teachers and parents--and how it may guide more effective assessment and intervention of ADHD students in educational settings.
Damico
J S
JS
University of Southwestern Louisiana, Lafayette 70504, USA.
Augustine
L E
LE
Hayes
P A
PA
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis*; D002648:Child; D006801:Humans; D011569:Psychiatric Status Rating Scales; D013066:Speech-Language Pathology; D000078329:Workforce