Multisetting Assessment-Based Intervention for Young Children at Risk for Attention Deficit Hyperactivity Disorder: Initial Effects on Academic and Behavioral Functioning

Autor/inn/en	Kern, Lee; DuPaul, George J.; Volpe, Robert J.; Sokol, Natalie G.; Lutz, J. Gary; Arbolino, Lauren A.; Pipan, Mary; VanBrakle, John D.
Titel	Multisetting Assessment-Based Intervention for Young Children at Risk for Attention Deficit Hyperactivity Disorder: Initial Effects on Academic and Behavioral Functioning
Quelle	In: School Psychology Review, 36 (2007) 2, S.237-255 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Early Intervention; Parent Education; Hyperactivity; Attention Deficit Disorders; Child Care; Symptoms (Individual Disorders); Preschool Children; Comparative Analysis; Child Behavior; Measures (Individuals); Academic Ability + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Kinderfürsorge; Kinderbetreuung; Psychiatrische Symptomatik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten
Abstract	Recent research suggests that symptoms of attention deficit hyperactivity disorder may begin to emerge in children at a very young age. Given that early onset is associated with more deleterious outcomes, early intervention is imperative. In the current study, we evaluated the effectiveness of two different interventions with children aged 3-5 years. A multicomponent intervention combined parent education and individualized assessment-based intervention in home and preschool or day care settings was compared with a parent education intervention consisting of parent education alone. Both interventions resulted in significant improvements measured by standardized assessments of behavior and preacademic skills. There were no significant differences between the intervention groups 1 year postintervention. Implications for further research and practice are discussed. (Contains 6 tables and 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10