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.

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.

Journal

International Journal of Disability, Development and Education

Rights

© 2006 Taylor & Francis

Share

COinS