Psychoeducational interventions for children and adolescents with attention-deficit/hyperactivity disorder.
Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for impaired functioning in most areas related to school success. Despite the benefits of psychostimulants and other medications to alleviate problem behaviors associated with ADHD, these therapies are unable to completely ameliorate behavior problems for all children with this disorder. Additionally, whereas pharmacologic therapies do impact behavioral functioning they have not been shown to improve academic achievement. Therefore, attention needs to be directed toward psychoeducational interventions and their ability to increase the successful functioning of children with ADHD. The purpose of this article is to highlight some of the most prominent and empirically validated classroom intervention strategies for children with ADHD. Additionally, this article discusses the importance of choosing psychoeducational interventions based on functional assessment data. Finally, this article describes progress monitoring strategies that should be used to determine the efficacy of intervention strategies.
Hoffman
J B
JB
Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania, USA.
DuPaul
G J
GJ
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000517:prevention & control*; D001521:Behavior Therapy; D002648:Child; D003194:Computer-Assisted Instruction; D006801:Humans; D010379:Peer Group