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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
Published on: June 12, 2020
School-based interventions for adolescents with attention-deficit/hyperactivity disorder
George J DuPaul1, Steven W Evans
1Department of Education and Human Services, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA. gjd3@lehigh.edu
Abstract:
Adolescents with attention-deficit/hyperactivity disorder (ADHD) frequently encounter significant difficulties with academic, behavioral, and social functioning in secondary school settings. Although psychotropic medication (eg, stimulants) may reduce ADHD symptoms, this treatment does not directly address functional impairments. Four broad psychosocial treatment classes including behavioral, academic, self-management, and multimodal intervention programs have been used to address the school difficulties adolescents with ADHD. Relevant research supporting each of these treatment approaches is described along with the clinical implications of these findings. Limitations of the extant literature are identified in order to delineate critical directions for future treatment, development and research.
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