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Related Experiment Videos

Formulating a functional model of attention deficit hyperactivity disorder for the practicing speech-language

J S Damico1, L E Augustine, P A Hayes

  • 1University of Southwestern Louisiana, Lafayette 70504, USA.

Seminars in Speech and Language
|February 1, 1996
PubMed
Summary

Speech-language pathologists must adopt new service delivery models for children with attention-deficit/hyperactivity disorder (ADHD). A systems-theory approach offers a more effective, contextually-relevant model for assessment and intervention in educational settings.

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Area of Science:

  • Speech-language pathology
  • Educational psychology
  • Systems theory

Background:

  • Traditional deficit-oriented models are ineffective for children with ADHD.
  • A systems-theory approach offers a new framework for understanding ADHD.
  • Recent educational research supports contextually-relevant interventions.

Purpose of the Study:

  • To propose a new, contextually-related service delivery model for speech-language pathologists working with children with ADHD.
  • To outline how this model can guide assessment and intervention strategies.
  • To address the needs of students, teachers, and parents within educational settings.

Main Methods:

  • Application of systems theory to ADHD.
  • Integration of recent educational research findings.

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  • Discussion of the model in relation to identifying, intervening, and supporting students, teachers, and parents.

    • Main Results:

    • A contextually-related service delivery model is presented.
    • The model addresses key issues in ADHD management: identification, intervention, and support for the child's ecosystem.
    • This approach offers a more effective alternative to deficit-based models.

    Conclusions:

    • Speech-language pathologists need to shift from deficit-based to systems-theory approaches for successful ADHD interventions.
    • The proposed model provides a framework for more effective assessment and intervention in educational settings.
    • Addressing the needs of the entire support system (students, teachers, parents) is crucial for successful outcomes.