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Showing all 9 results
Direct linkDuPaul, George J.; Jimerson, Shane R. – School Psychology Quarterly, 2014
Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Problems, Academic Achievement, Role
DuPaul, George J.; Reid, Robert; Anastopoulos, Arthur D.; Power, Thomas J. – School Psychology Quarterly, 2014
The purpose of the present study was to examine (a) the teacher-reported prevalence of attention-deficit/hyperactivity disorder (ADHD) symptoms and associated impairment in a nationally representative sample of children and adolescents and (b) the degree to which prevalence varied as a function of student and teacher characteristics.…
Descriptors: Attention Deficit Hyperactivity Disorder, Incidence, Symptoms (Individual Disorders), Teacher Attitudes
Hosterman, Shelley J.; DuPaul, George J.; Jitendra, Asha K. – School Psychology Quarterly, 2008
Disproportionate placement of African American and Hispanic students into disability and special education categories may result from true behavioral and cognitive differences, bias in assessment and referral, or some combination of the two. Studies of commonly used ADHD rating scales suggest teacher bias may contribute to placement discrepancies.…
Descriptors: Teacher Evaluation, Observation, Rating Scales, Grade 4
DuPaul, George J.; Carlson, John S. – School Psychology Quarterly, 2005
Psychopharmacological treatments have been used with increased frequency to treat a variety of internalizing and externalizing disorders in children. Given the potential impact that medication has on children's school performance, school psychologists should be involved in helping physicians and families make effective decisions by assisting with…
Descriptors: Pharmacology, School Psychologists, Outcomes of Treatment, Drug Therapy
Peer reviewedMiller, 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 reviewedOta, Kenji R.; DuPaul, George J. – School Psychology Quarterly, 2002
Study examines the effects of using software with a game format (as a supplement to teacher instruction) to improve math performance of fourth- to sixth-grade students with attention-deficit hyperactivity disorder. The hypothesis that math software with a game format would improve the academic performance and increase attention of all participants…
Descriptors: Attention Deficit Disorders, Computer Assisted Instruction, Computer Games, Enrichment Activities
Peer reviewedMcGoey, Kara E.; DuPaul, George J. – School Psychology Quarterly, 2000
Compares the effects of a token reinforcement and a response cost intervention in reducing the disruptive behavior of four preschool children with attention-deficit/hyperactivity disorder. Results show that both interventions were effective; teachers rated both highly acceptable with a preference for response cost. Implications for future research…
Descriptors: Attention Deficit Disorders, Behavior Problems, Hyperactivity, Intervention
Peer reviewedDuPaul, 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 reviewedDuPaul, George J. – School Psychology Quarterly, 1992
Considers that children exhibiting frequent problems with inattention, impulsivity, and overactivity in classroom settings may be at risk for Attention-Deficit Hyperactivity Disorder (ADHD). Describes four-stage model for school-based assessment of ADHD which includes screening techniques, multimethod assessment, interpretation of results, and…
Descriptors: Attention Deficit Disorders, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
