Cumulative Benefits of Secondary School-Based Treatment of Students with Attention Deficit Hyperactivity Disorder

Autor/inn/en	Evans, Steven W.; Serpell, Zewalanji N.; Schultz, Brandon K.; Pastor, Dena A.
Titel	Cumulative Benefits of Secondary School-Based Treatment of Students with Attention Deficit Hyperactivity Disorder
Quelle	In: School Psychology Review, 36 (2007) 2, S.256-273 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Control Groups; Grade Point Average; Hyperactivity; Consultation Programs; Attention Deficit Disorders; Secondary Schools; Outcomes of Treatment; Middle School Students; Parent Attitudes; Symptoms (Individual Disorders); Educational Benefits; Evaluation Methods; Comparative Analysis; Academic Achievement + Suchen Sie Ihr Suchwort? Hyperaktivität; Fachberatung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Sekundarschule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternverhalten; Psychiatrische Symptomatik; Bildungsertrag; Schulleistung
Abstract	School-based services are well suited for youth with chronic conditions who manifest much of their impairment in the school setting, such as youth with attention deficit hyperactivity disorder (ADHD). A significant literature on such programs at the elementary level exists, but little has been developed and tested at the secondary level. The current study is a 3-year treatment outcome study of a school-based training and consultation program for middle school youth with ADHD. Social and academic outcomes for program recipients were compared to that of participants in a community care control group. Findings revealed cumulative long-term benefits for the treatment group as measured by parent ratings of ADHD symptoms and social functioning. Although teacher and parent reports indicated no cumulative academic benefits, within-year analyses suggested a trend toward benefits in student grade point average. Implications for the treatment of ADHD in secondary schools are discussed. (Contains 4 tables and 2 figures.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10