ERIC Number: EJ833825
Record Type: Journal
Publication Date: 2009
Reference Count: 23
Teacher Consultation Research in Attention Deficit Hyperactivity Disorder: A Cause for Congratulation or Consolation?
Nadeem, Erum; Jensen, Peter S.
School Psychology Review, v38 n1 p38-44 2009
The studies included in this special issue add significantly to the nascent literature on teacher consultation models for attention deficit hyperactivity disorder (ADHD) and provide wonderful illustrations of how teachers might "unpack" and better understand their interventions. In this introductory essay, the authors offer suggestions for future research that might build on these findings. First, future studies should focus on relationship and working alliance factors between consultant and teacher. Second, this line of research should be careful to address the possible impact, cumulative effects, and interactions of consultation with other interventions (i.e., medications, therapy, one-on-one instructional aides on the classroom) that the children and families may be receiving. Third, they suggest that participants such as consultants, teachers, and families should be involved to help individuals understand their perspectives on the research process and the experiences that they have had. Lastly, and perhaps most important from the perspective of developing and testing consultation models, they suggest that their field might benefit from a theoretical framework to guide their research agenda and help them understand and identify specific "mechanisms of change" in their teacher consultation models.
Descriptors: Hyperactivity, Attention Deficit Disorders, Consultation Programs, Attention Deficit Hyperactivity Disorder, Research Needs, Teacher Researchers, Intervention, Models, Evaluation Research, School Psychology
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Adult Education
Authoring Institution: N/A