School-Based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on Academic, Social, and Behavioural Functioning

Autor/inn/en	DuPaul, George J.; Weyandt, Lisa L.
Titel	School-Based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on Academic, Social, and Behavioural Functioning
Quelle	In: International Journal of Disability, Development & Education, 53 (2006) 2, S.161-176 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Peer Teaching; Hyperactivity; Attention Deficit Disorders; Intervention; Children; Token Economy; Tutoring; Interpersonal Competence; Classroom Techniques; Behavior Problems; Skill Development; Academic Achievement; Interpersonal Relationship; Program Effectiveness; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Child; Kind; Kinder; Token-Programm; Förderkonzept; Nachhilfeunterricht; Interpersonale Kompetenz; Klassenführung; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit significant academic, social, and behavioural difficulties in school settings. This article reviews empirical findings regarding the effects of classroom interventions for students with ADHD. Three major types of interventions are reviewed including behavioural (e.g., token reinforcement, response cost), academic (e.g., peer tutoring), and social (e.g., social skills training). Relatively strong evidence supports the use of behavioural interventions in reducing disruptive, off-task behaviours in children with ADHD. Evidence for academic and social interventions with this population is weaker, but recent findings indicate that these are potentially effective treatments. Implications of this review for clinical practice and future research are discussed. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10