Title
School‐based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on academic, social, and behavioural functioning
Document Type
Article
Department or Administrative Unit
Psychology
Publication Date
8-20-2006
Abstract
Children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit significant academic, social, and behavioural difficulties in school settings. This article reviews empirical findings regarding the effects of classroom interventions for students with ADHD. Three major types of interventions are reviewed including behavioural (e.g., token reinforcement, response cost), academic (e.g., peer tutoring), and social (e.g., social skills training). Relatively strong evidence supports the use of behavioural interventions in reducing disruptive, off‐task behaviours in children with ADHD. Evidence for academic and social interventions with this population is weaker, but recent findings indicate that these are potentially effective treatments. Implications of this review for clinical practice and future research are discussed.
Recommended Citation
DuPaul, G. J., & Weyandt, L. L. (2006). School‐based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141
Journal
International Journal of Disability, Development and Education
Rights
© 2006 Taylor & Francis
Comments
This article was originally published in International Journal of Disability, Development and Education. The full-text article from the publisher can be found here.
Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.