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School-based interventions for students with attention-deficit/hyperactivity disorder

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Abstract

Children with attention-deficit/hyperactivity disorder typically manifest impairments in multiple settings. Perhaps the most common reason for referral relates to the school impairments experienced by these children. A wide range of intervention strategies have been developed for these children to improve attention and behavior, enhance academic competence, and promote social competence. A strong majority of the research on nonpharmacologic interventions has focused on strategies to improve attention and behavior. More recently, strategies specifically designed to promote the academic and social competence of these children are being developed. Also, most of the research has focused on elementary school-age children, but evidence-based strategies for intervening with preschoolers and adolescents are beginning to emerge.

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Authors and Affiliations

  1. The Children’s Hospital of Philadelphia, CHOP North, Room 1471, 34th Street and Civic Center Boulevard, Philadelphia, PA, 19104, USA

    Thomas J. Power

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  1. Thomas J. Power
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  2. Katy E. Tresco
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  3. Michael C. Cassano
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Correspondence to Thomas J. Power.

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Power, T.J., Tresco, K.E. & Cassano, M.C. School-based interventions for students with attention-deficit/hyperactivity disorder. Curr Psychiatry Rep 11, 407–414 (2009). https://doi.org/10.1007/s11920-009-0061-6

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