School-based interventions for students with attention-deficit/hyperactivity disorder

2009 ◽  
Vol 11 (5) ◽  
pp. 407-414 ◽  
Author(s):  
Thomas J. Power ◽  
Katy E. Tresco ◽  
Michael C. Cassano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
School Based ◽  
School Based Interventions

scholarly journals School‐based interventions for attention‐deficit/hyperactivity disorder: A systematic review with multiple synthesis methods

2018 ◽  
Vol 6 (3) ◽  
pp. 209-263 ◽  
Author(s):  
Darren A. Moore ◽  
Abigail E. Russell ◽  
Justin Matthews ◽  
Tamsin J. Ford ◽  
Morwenna Rogers ◽  
...  
Keyword(s):  
Systematic Review ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Synthesis Methods ◽  
Hyperactivity Disorder ◽  
School Based ◽  
School Based Interventions ◽  
Multiple Synthesis

Current Approaches to Management of Attention Deficit Hyperactivity Disorder

1996 ◽  
Vol 13 (1) ◽  
pp. 46-55 ◽  
Author(s):  
Frederick C. Jarman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
Scientific Evidence ◽  
Behaviour Modification ◽  
Hyperactivity Disorder ◽  
School Based ◽  
Long Term Prognosis

AbstractThe last five years in Australia have been marked by an explosion in the diagnosis and treatment of Attention Deficit Hyperactivity Disorder (ADHD). The use of stimulant medication for ADHD has increased exponentially across all states, raising questions about the appropriate role of drug treatment and its relationship to other therapies in these children. Despite widespread consensus that multimodal therapy is the preferred option for intervention, many treatments advocated for ADHD lack scientific evidence to support their use. Because no two children with ADHD or their families are the same, an individualised approach to management is advocated that targets both the primary symptoms of the disorder, its cornorbid pathology, and the secondary problems that have developed. Evidence indicates that stimulant medication used in conjunction with parent training, family support, and school based behaviour modification offers the best prospects for improving the disturbing long-term prognosis in these children.

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