Culturally Responsive Approaches for Addressing ADHD Within Multi-tiered Systems of Support

Area of Science:

• Child and Adolescent Psychiatry
• Developmental Psychology
• Educational Psychology

Background:

• Attention-deficit/hyperactivity disorder (ADHD) presents unique behavioral challenges impacting school and home functioning.
• Multi-tiered systems of support (MTSS) are widely adopted in schools to address academic and behavioral needs.
• Limited research exists on culturally responsive interventions for diverse populations with ADHD within MTSS.

Purpose of the Study:

• To provide a primer for mental health professionals on culturally responsive practices for children with ADHD.
• To outline the implementation of culturally responsive interventions within an MTSS framework.
• To enhance collaboration between mental health professionals, schools, and families for children with ADHD.

Main Methods:

• Review of current literature on cultural adaptations of evidence-based ADHD interventions within MTSS.
• Focus on a tiered approach: screening/prevention, tailored intervention implementation, and outcome evaluation.
• Emphasis on collaboration among psychiatrists, psychologists, school personnel, and families.

Main Results:

• Culturally adapted evidence-based interventions within MTSS show promising results for ADHD.
• A tiered approach facilitates culturally responsive practices across different levels of support.
• Effective collaboration is key to evaluating outcomes, especially when considering pharmacological treatment.

Conclusions:

• Implementing culturally responsive practices within MTSS can improve services for children with ADHD.
• Tailoring interventions to a child's development and family culture is essential.
• Enhanced collaboration promotes better outcomes and quality of care for diverse families affected by ADHD.