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

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.
• 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.