Effective Teaching Approach on Adhd Students
CHAPTER 15
TREATMENT OF ADHD IN SCHOOL SETTINGS
Linda Pfiffner, George J. DuPaul, and Russell Barkley
Over the past decade, the quantity of information about ADHD and schoolbased interventions has proliferated. A number of efforts sponsored by the US
Department of Education have resulted in readily available written documents about recommended school-based interventions for meeting the needs of students with ADHD
(see OSEP 2004). Major education journals and professional education associations have focused on ADHD and numerous texts have been written on the subject. A greater number of students with ADHD are being served by special education programs or through 504 accommodations in general education classrooms (Forness and Kavale
2001). Because the 1991 memorandum from the US Department of Education stipulating that ADHD/ADD may be a qualifying condition under Part B of the Other
Health Impaired category, the number of students with ADHD receiving services through this mechanism increased dramatically (Forness and Kavale 2001). Clearly, awareness and identification of ADHD is ever-increasing in school districts across the country. There remains, however, a pressing need to further develop school-based interventions and provide adequate training and resources to teachers. Several large scale studies over the past decade, however, have made clear some of the limitations of behavioral interventions. The largest single study of medication and psychosocial treatment effects for ADHD youth, referred to as the MTA study is described more fully in a later chapter, along with other combined treatment programs. Pertinent to this discussion on school-based intervention, the psychosocial treatment in that study included a package of school-based interventions received by all children in the psychosocial treatment arms along with intensive parent management training for the parents. The school interventions included an 8-week summer treatment program
TREATMENT OF ADHD IN SCHOOL SETTINGS
Linda Pfiffner, George J. DuPaul, and Russell Barkley
Over the past decade, the quantity of information about ADHD and schoolbased interventions has proliferated. A number of efforts sponsored by the US
Department of Education have resulted in readily available written documents about recommended school-based interventions for meeting the needs of students with ADHD
(see OSEP 2004). Major education journals and professional education associations have focused on ADHD and numerous texts have been written on the subject. A greater number of students with ADHD are being served by special education programs or through 504 accommodations in general education classrooms (Forness and Kavale
2001). Because the 1991 memorandum from the US Department of Education stipulating that ADHD/ADD may be a qualifying condition under Part B of the Other
Health Impaired category, the number of students with ADHD receiving services through this mechanism increased dramatically (Forness and Kavale 2001). Clearly, awareness and identification of ADHD is ever-increasing in school districts across the country. There remains, however, a pressing need to further develop school-based interventions and provide adequate training and resources to teachers. Several large scale studies over the past decade, however, have made clear some of the limitations of behavioral interventions. The largest single study of medication and psychosocial treatment effects for ADHD youth, referred to as the MTA study is described more fully in a later chapter, along with other combined treatment programs. Pertinent to this discussion on school-based intervention, the psychosocial treatment in that study included a package of school-based interventions received by all children in the psychosocial treatment arms along with intensive parent management training for the parents. The school interventions included an 8-week summer treatment program