Assessing, Understanding, and Supporting Students with ADHD at School: Contemporary Science, Practice, and Policy

Autor/inn/en	DuPaul, George J.; Jimerson, Shane R.
Titel	Assessing, Understanding, and Supporting Students with ADHD at School: Contemporary Science, Practice, and Policy
Quelle	In: School Psychology Quarterly, 29 (2014) 4, S.379-384 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000104
Schlagwörter	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; Australia; South Korea; United States + Suchen Sie Ihr Suchwort? Schulleistung; Rollen; Geschlechterkonflikt; Cultural influence; Kultureinfluss; Psychiatrische Symptomatik; Reliabilität; Gültigkeit; Messdaten; Lehrerverhalten; Screening-Verfahren; Identifikation; Identifizierung; Therapie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sozialanwaltschaft; Auslieferung; Lernleistung; Schulerfolg; Ausland; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Australien; Korea; Republik; USA
Abstract	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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01