Treatment of ADHD in schools has received comparatively little attention, even though children spend more time in school than in most other structured environments and have their most consistent, extensive contact with a variety of trained professionals there. Because schools could play a strategic role in treating ADHD children, a multi-modal treatment model for children with ADHD in school settings is presented, and logistic factors likely to increase its effective implementation are reviewed. Then, a functional approach to the assessment and treatment of ADHD that focuses on identifying individual-specific deficiencies and environmental factors that may prevent these children from performing appropriate behavior is discussed.
|Original language||English (US)|
|Number of pages||21|
|Journal||Seminars in Speech and Language|
|State||Published - Feb 1996|
ASJC Scopus subject areas
- LPN and LVN
- Speech and Hearing