School-Based Interventions for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: Enhancing Academic and Behavioral Outcomes
Department or Administrative Unit
The most common and widely studied treatments for Attention-Deficit/Hyperactivity Disorder (AD/HD) are psychostimulant medications and behavioral interventions. The purpose of this article is to review empirically-supported, behavioral school-based interventions that are designed to enhance classroom behavior and academic achievement of students with this disorder. Two major types of interventions are described including (a) proactive or antecedent-based interventions that primarily target academic and organizational skills and (b) reactive or consequent-based interventions that target social behavior and classroom deportment. The use of teachers, peers, parents, computers, and the students themselves as treatment mediators is reviewed. Implications of findings for delivery of school-based services for this population as well as directions for future research are discussed.
DuPaul, G. J., & Weyandt, L. L. (2006). School-Based Interventions for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: Enhancing Academic and Behavioral Outcomes. Education and Treatment of Children, 29(2), 341-358. https://www.jstor.org/stable/42899888
Education and Treatment of Children
© 2006 West Virginia University Press