The Future of Research and Practice in Behavioral Disorders: Psychopharmacology and Its School Implications

Forness, Steven R.; Kavale, Kenneth A.; Sweeney, Dwight P.; Crenshaw, Teresa M.

doi:10.1177/019874299902400401

Cited by 22 publications

(16 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Uncertainty existed over whether stimulant medication could also be used to aid academic performance rather than simply addressing behavioral challenges ( Snider et al, 2003 ). A meta-analysis of stimulant medication studies from 1981 to 1995 found larger effect sizes for behavior outcomes, suggesting that stimulant medications did not significantly contribute to improvements in academic achievement ( Forness et al, 1999 ). Several early studies found that stimulant medications were not associated with improvements in reading abilities ( Forness et al, 1991 , 1992 ).…”

Section: Treatment Of Adhd/sld-rmentioning

confidence: 99%

Children with Attention Deficit/Hyperactivity Disorder and Reading Disability: A Review of the Efficacy of Medication Treatments

Gray

Climie

2016

Front. Psychol.

View full text Add to dashboard Cite

Reading is a multifaceted skillset that has the potential to profoundly impact a child’s academic performance and achievement. Mastery of reading skills is often an area of difficulty for children during their academic journey, particularly for children with Attention Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorder with Impairment in Reading (SLD-R), or children with a comorbid diagnosis of both ADHD and SLD-R. ADHD is characterized by executive functioning and impulse control deficits, as well as inattention and impulsivity. Among the academic struggles experienced by children with ADHD are challenges with word reading, decoding, or reading comprehension. Similarly, children with SLD-R frequently encounter difficulties in the development of appropriate reading skills. SLD-R incorporates dysfunctions in basic visual and auditory processes that result in difficulties with decoding and spelling words. There have been limited empirical studies investigating the efficacy of interventions to improve the reading ability of children with both ADHD and SLD-R. Research studies that have focused on reading interventions for children from this population have predominantly included the use of medication treatments with stimulants (e.g., methylphenidate) and non-stimulants (e.g., atomoxetine). This review paper will present and integrate findings from empirical studies on successful medication treatments for children with comorbid ADHD and SLD-R. Furthermore, this paper will extend findings from empirically successful medication treatments to provide directions for future research.

show abstract

Section: Treatment Of Adhd/sld-rmentioning

confidence: 99%

Children with Attention Deficit/Hyperactivity Disorder and Reading Disability: A Review of the Efficacy of Medication Treatments

Gray

Climie

2016

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Effective special education practice is contingent upon collaboration between schools, families, and physicians (Forness, Kavale, Sweeney, & Crenshaw, 1999). Yet, a number of legal barriers have emerged in recent years to potentially limit the nature of these consultations.…”

mentioning

confidence: 99%

A survey of school psychologists' knowledge and training in child psychopharmacology

Carlson¹,

Demaray²,

Hunter-Oehmke³

2006

Psychol. Schs.

View full text Add to dashboard Cite

A national sample of 320 school-based, practicing members of the National Association of School Psychologists provided information on (a) their caseloads receiving medications, (b) types of school psychopharmacology training opportunities available and perceptions of their current training in child psychopharmacology, and (c) information about consultative efforts in monitoring medication effects on school functioning. Results indicated that almost one of every four cases seen by survey participants were being treated with psychotropic medications; nearly all respondents have engaged in consultation related to medication evaluations. Professional workshops and independent reading were the most utilized training opportunities, and participant responses indicated an overwhelming need for basic educational training to improve knowledge and consultation in this area. Implications of these findings on training in evidence-based interventions and current practice are discussed as school psychologists experience legislative pressure to diminish their collaborative involvement in medication treatment consideration and evaluation.

show abstract

“…As Forness, Kavale, Sweeney, and Crenshaw (1999) have suggested, the future of special education for children with E/BD seems inextricably tied to effective interdisciplinary collaboration that includes psychopharmacologic treatment. Oswald (2002) seems to agree, suggesting not only that such collaboration involves dissemination and implementation of best practices across professional disciplines but also that "ignorance of the empirical literature is the equivalent of flying blind, and the social landscape is strewn with the casualties resulting from such ignorance" (p. 2).…”

Section: Resultsmentioning

confidence: 99%

The New Medical Model: Interdisciplinary Treatment and the Limits of Behaviorism

Forness¹,

Kavale

Davanzo

2002

Behavioral Disorders

Self Cite

View full text Add to dashboard Cite

The new medical model of special education for children with emotional or behavioral disorders posits that a significant number of children in this category may not only have psychiatric disorders that are treatable with psychopharmacologic medication but that special educators also have a responsibility to screen for such diagnoses when indicated. Gresham (2002) and Oswald (2002) have provided responses to this concept that represent opposite views. These are discussed in relation to (a) the role of psychiatric diagnosis in special education, (b) the relative efficacy of behavioral versus psychopharmacologic treatment, and (c) the nature of interdisciplinary care. Combined behavioral and psychopharmacologic intervention represents best practice in most cases. Resistance to this concept of the new medical model, however, seems to be based on evidence that is less than convincing.

show abstract

The Future of Research and Practice in Behavioral Disorders: Psychopharmacology and Its School Implications

Cited by 22 publications

References 75 publications

Children with Attention Deficit/Hyperactivity Disorder and Reading Disability: A Review of the Efficacy of Medication Treatments

Children with Attention Deficit/Hyperactivity Disorder and Reading Disability: A Review of the Efficacy of Medication Treatments

A survey of school psychologists' knowledge and training in child psychopharmacology

The New Medical Model: Interdisciplinary Treatment and the Limits of Behaviorism

Contact Info

Product

Resources

About