Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills

Area of Science:

• Child Psychology
• Behavioral Science
• Educational Psychology

Background:

• Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit significant functional impairments in academic and social settings.
• Strained relationships with parents, teachers, and peers are common challenges for children with ADHD.
• Current psychosocial interventions for ADHD frequently target only one environment (home or school), proving insufficient.

Purpose of the Study:

• To present a comprehensive family-school intervention model for children diagnosed with ADHD.
• To detail the program strategies and underlying theoretical frameworks of this integrated approach.

Main Methods:

• The article describes a psychosocial intervention designed to bridge the gap between home and school environments for children with ADHD.
• Focuses on a multisystemic approach to behavior change, integrating family and school components.

Main Results:

• Unisystemic interventions (addressing only home or school) are generally insufficient for managing ADHD-related impairments.
• A family-school intervention model offers a more effective strategy by addressing behavior in multiple contexts.

Conclusions:

• Integrated family-school interventions are crucial for effectively managing ADHD symptoms and associated impairments.
• This approach provides a framework for enhancing behavioral outcomes by involving key stakeholders in both home and school settings.