Literaturnachweis - Detailanzeige
| Autor/inn/en | Fabiano, Gregory A.; Pyle, Kellina |
|---|---|
| Titel | Best Practices in School Mental Health for Attention Deficit/Hyperactivity Disorder |
| Quelle | (2019), (44 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Attention Deficit Hyperactivity Disorder; Mental Health; School Health Services; Symptoms (Individual Disorders); Intervention; Student Needs; Preschool Education; Elementary Secondary Education; Contingency Management; Homework; Organization; Parent Education; Behavior Modification; Program Effectiveness; Screening Tests; Functional Behavioral Assessment; Evidence Based Practice; Response to Intervention |
| Abstract | Children with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. The present paper reviews the evidence base for school mental health interventions for children with ADHD across the preschool, elementary, and middle/high school levels. The preponderance of evidence across meta-analyses, systematic reviews, and practice guidelines support classroom contingency management strategies, with emerging evidence supporting adjunctive training in organizational skills and homework supports. Behavioral parent training is also a supported intervention, but relatively few attempts have been made to evaluate it when integrated into school environments. A comprehensive, integrated approach for treating ADHD in school settings across universal, targeted, and indicated tiers is presented, providing an initial outline of a framework for school mental health treatment that could be utilized by school mental health practitioners. [This paper was published in "School Mental Health" v11 p72-91 2019.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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