Literaturnachweis - Detailanzeige
| Autor/inn/en | DuPaul, George J.; White, George P. |
|---|---|
| Titel | ADHD: Behavioral, Educational, and Medication Interventions |
| Quelle | In: Education Digest: Essential Readings Condensed for Quick Review, 71 (2006) 7, S.57-60 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-127X |
| Schlagwörter | Student Behavior; Child Behavior; Attention Deficit Disorders; Intervention; Stimulants; Behavior Modification; Children; Hyperactivity |
| Abstract | Attention-deficit/hyperactivity disorder (ADHD) is a disruptive behavior disorder which is characterized by levels of inattention (e.g., difficulty in concentrating on schoolwork), impulsivity (e.g., frequently interrupting conversations or activities), and/or overactivity (e.g., difficulty remaining seated when required to do so) that are well beyond what is expected arid appropriate for a given child's gender and age. The most effective treatments for reducing the symptomatic behaviors of ADHD are central nervous system (CNS) stimulant medications and behavior modification procedures. Although most children respond positively to medication, the combination of medication and behavioral interventions tends to yield the greatest improvement in their social skills and school performance. CNS stimulants for ADHD include methylphenidate (Ritalin, Concerta, Metadate), dextroamphetamine (Dexedrine), and a mixed amphetamine compound (Adderall). Numerous studies have found that stimulants enhance attention, reduce impulsive behavior, and increase academic productivity among the majority of children treated. Side effects are relatively benign and include appetite reduction, insomnia, headaches, and stomachaches. Classroom behavioral interventions involve systematic changes to antecedent events (i.e., activities occurring prior to a target behavior) and/or consequent events (i.e., activities that follow a target behavior). The most effective treatment plans are those that include a balance between antecedent-based and consequent-based procedures. Since many students with ADHD experience significant academic difficulties, and given that many young children with ADHD enter kindergarten with below-average skills, academic intervention strategies should be addressed as early as possible. (ERIC). |
| Anmerkungen | Prakken Publications, 832 Phoenix Dr., P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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