ERIC Number: EJ1049441
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 29
Assessing, Understanding, and Supporting Students with ADHD at School: Contemporary Science, Practice, and Policy
DuPaul, George J.; Jimerson, Shane R.
School Psychology Quarterly, v29 n4 p379-384 Dec 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 working with this population. Although a voluminous ADHD research literature is available to aid our understanding, studies specifically focused on school-based functioning, assessment, and intervention are underrepresented. The articles in this special topic section directly address this gap by examining (a) the role of contextual factors (e.g., culture, gender) in determining teacher referral, teacher perception of symptoms and impairment, and impact of symptoms on academic performance; (b) the reliability and validity of measures that can be used to conduct school-based screening, identification, and treatment design; and (c) the degree to which school intervention plans are consistent with recommended best practice and research evidence. The results of these studies provide school psychologists with specific directions for advocacy and service delivery that will improve school outcomes for students with ADHD.
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Problems, Academic Achievement, Role, Context Effect, Gender Differences, Cultural Influences, Symptoms (Individual Disorders), Reliability, Validity, Measures (Individuals), Teacher Attitudes, Screening Tests, Intervention, Identification, Therapy, Best Practices, School Psychologists, Advocacy, Delivery Systems, Outcomes of Education, Foreign Countries, Referral, Educational Research, Educational Practices
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; South Korea; United States