A Comparison of Evaluation Methods and Treatment Modalities for Attention Deficit Disorder by School Psychologists and Other Practitioners.

Autor/inn/en	Brown, Gail W.; und weitere
Titel	A Comparison of Evaluation Methods and Treatment Modalities for Attention Deficit Disorder by School Psychologists and Other Practitioners.
Quelle	(1994), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attention Deficit Disorders; Child Psychology; Clinical Diagnosis; Clinical Psychology; Diagnostic Tests; Educational Diagnosis; Elementary Secondary Education; Evaluation Methods; Intervention; Pediatrics; Physicians; Psychologists; School Psychologists; Student Evaluation + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Kinderpsychologie; Klinische Psychologie; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Klinische Sozialpädiatrie; Physician; Doctor; Arzt; Psychologist; Psychologe; Psychologin; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologen; Schule; Schulnote; Studentische Bewertung
Abstract	A survey was conducted of 56 clinical child psychologists, 93 school psychologists, 24 family physicians, and 24 pediatricians concerning assessment methods and interventions for use with children with attention deficit disorders (ADD). Survey results are compared with results of a 1986 survey by R. Rosenberg and S. Beck to assess changes over 6 years. Data on use of the following assessment methods, by each group, are cited: interviews with the child, teachers, and parents; specific behavioral assessments; standardized tests; drawing tests; rating scales; apperception tests; and neuropsychological tests. Six groups of interventions were also examined: medication, behavior therapy, modification of school environment, cognitive behavior intervention, systems intervention, and psychotherapy. Results indicated that the diagnostic methods most commonly reported by all four groups were interviews and behavioral observations. School psychologists tended to modify the school environment and employ cognitive behavior therapy more frequently than did other groups. The survey also examined each group's work settings, level of education, workshops or classes on ADD attended, and extent of ADD children in their workload. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01