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Peer reviewed
Power, Thomas J.; DuPaul, George J.; Shapiro, Edward S.; Parrish, John M. – School Psychology Review, 1995
Pediatric school psychologists, experts in services to children with medical conditions, are needed in light of changes in public policy and educational practice. The role of a pediatric school psychologist might include advocating for childrens' social and educational needs, evaluating efficacy of intervention, and facilitating effective…
Descriptors: Childhood Needs, Children, Demonstration Programs, Diseases
Peer reviewed
Power, Thomas J.; DuPaul, George J. – School Psychology Review, 1996
Describes major modifications in diagnostic criteria for attention-deficit hyperactivity disorder (ADHD) reflected in Diagnostic Statistical Manual of Mental Disorders (DSM), summarizing pertinent research. Discusses clinical utility and limitations of DSM-IV with regard to the practice of school psychology. Gives specific suggestions to guide…
Descriptors: Attention Deficit Disorders, Child Behavior, Clinical Diagnosis, Hyperactivity
Peer reviewed
Power, Thomas J.; DuPaul, George J. – School Psychology Review, 1996
This miniseries summarizes the major modifications in the "Diagnostic and Statistical Manual of Mental Disorders" (DSM), and evaluates research pertaining to the changes made in the criteria for diagnoses. States that it is important for school psychologists to understand the contributions and limitations of the DSM because they often…
Descriptors: Attention Deficit Disorders, Child Health, Classification, Elementary Secondary Education
Peer reviewed
Miller, David N.; DuPaul, George J.; Lutz, J. Gary – School Psychology Quarterly, 2002
Examines the acceptability and effectiveness ratings of three psychosocial interventions for childhood depression among school psychologist practitioners. Interventions included cognitive restructuring, self-control therapy, and social skills training. Cognitive restructuring and self-control therapy were rated as significantly more acceptable and…
Descriptors: Children, Cognitive Restructuring, Counseling Effectiveness, Counselor Attitudes
Peer reviewed
Boyajian, Amy E.; DuPaul, George J.; Handler, Marcie Wartel; Eckert, Tanya L.; McGoey, Kara E. – School Psychology Review, 2001
Assesses the efficacy of using brief functional analysis procedures in preschool classrooms for students at-risk for Attention Deficit Hyperactivity Disorder (ADHD) Results indicated that aggressive behavior was maintained by either positive or negative reinforcement contingencies. Results are discussed in relation to implementing functional…
Descriptors: Aggression, Attention Deficit Disorders, Classroom Environment, Early Intervention
Peer reviewed
DuPaul, George J.; Eckert, Tanya L. – School Psychology Quarterly, 1994
Reviews seven empirical studies that evaluate maintenance and generalization of effects of commercially available social skills training programs. Found that explicit attempts to foster generalization met with at least mixed success in six of seven studies. Concludes that combination of social skills training and alteration of consequences in…
Descriptors: Behavior Change, Change Strategies, Elementary School Students, Generalization
Peer reviewed
DuPaul, George J.; Eckert, Tanya L. – School Psychology Review, 1997
A meta-analysis examining effects of school-based interventions for children and adolescents with attention-deficit hyperactivity disorder (ADHD) was undertaken with 63 outcome studies. Gives separate analysis for studies employing between-subject, within-subject, and single-subject experimental designs. Reports positive and significant overall…
Descriptors: Adolescents, Attention Deficit Disorders, Children, Drug Therapy
Interventions for Students with Attention-Deficit/Hyperactivity Disorder: One Size Does Not Fit All.
Peer reviewed
DuPaul, George J.; Eckert, Tanya L.; McGoey, Kara E. – School Psychology Review, 1997
Article dispels the following myths about attention-deficit/hyperactivity disorder (ADHD): it has neurobiological base that can only be treated with medication; it must be treated with contingency management procedures; the children do not perform well under partial reinforcement schedules; and students must receive special-education services.…
Descriptors: Attention Deficit Disorders, Behavior Modification, Classroom Techniques, Educational Theories
Peer reviewed
Hook, Christine L.; DuPaul, George J. – School Psychology Review, 1999
Examines the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD), at home and at school. Results indicate that reading performance in the home setting improved for all students and reading performance in the school setting showed improvements, but data should be…
Descriptors: Attention Deficit Disorders, Curriculum Based Assessment, Educational Environment, Hyperactivity