Treatment of Attention Deficit Hyperactivity Disorder: A Multi-Modal Model for Schools

Abstract

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.

Differential Diagnosis and Management of Central Auditory Processing Disorder and Attention Deficit Hyperactivity Disorder

“…Indeed, reconceptualizing ADHD as a developmental disorder of self-regulation related to defective motor inhibition supports the use of pharmacologic management . Metacognitive or executive control strategy training (e .g ., self-regulation, cognitive behavior modification), social-pragmatic skills training (e .g., role playing in use of appropriate language in social and academic interactions, developing vocabulary, social cognition, and pragmatics for reflection, planning, and problem solving), and collaboration with teachers and families, especially in regard to medication and contingency management systems (i .e ., structuring the environment, reinforcement schedules, token systems), are essential (Anastopoulos and Barkley, 1990 ;Guevremont, 1990 ;Westby and Cutler, 1994 ;Heyer, 1995 ;Maag and Reid, 1996). Barkley (1997b) emphasized the use of behavioral performance programs in natural settings .…”

Therapists’ Attitudes Toward Evidence-Based Practices and Implementation of Parent–Child Interaction Therapy

“…PCIT has demonstrated moderate to large effect sizes in improved parenting skills, reduced child conduct problems, and lowered parenting stress (Boggs et al, 2004; Eisenstadt, Eyberg, McNeil, & Newcomb, 1993; Schuhmann, Foote, Eyberg, Boggs, & Algina, 1998). These treatment effects are stable over time (Boggs et al, 2004), and they generalize to untreated siblings (Brestan, Eyberg, Boggs, & Algina, 1997) and to the school environment (Funderburk et al, 1998; Maag & Reid, 1996).…”

Putting Functional Behavioral Assessment Into Practice: A Conversation With Dr. Richard Van Acker

“…For example, many students with attention deficit hyperactivity disorder (ADHD) can benefit from a pharmacological intervention (e.g., small dosage of a psychostimulant medication such as Ritalin) to increase their ability to attend (Taylor, 1983). A multimodal approach to the treatment of ADHD that incorporates medical management, classroom accommodations, and behavioral interventions has been repeatedly demonstrated to be necessary to promote optimal student success (Maag & Reid, 1996;Satterfield, Satterfield, & Schell, 1987). A functional assessment of behavior completed to help identify appropriate classroom and instructional accommodations and behavioral interventions to be delivered in collaborative support of medical or psychological interventions has been shown to be helpful with many medical, neurological, and psychiatric disorders-for example, alcoholism and pedophilia (Wulfert, Greenway, & Dougher, 1996), encopresis (Young, Brennen, Baker, & Baker, 1995), and pica (Katsiyannis, Torrey, & Bond, 1998).…”