ebook THE GUILFORD PRESS ADHD in the Schools Also Available ADHD Rating Scale–IV: Checklists, Norms, and Clinical Interpretation George J DuPaul, Thomas J Power, Arthur D Anastopoulos, and Robert Reid Classroom Interventions for ADHD (video) George J DuPaul and Gary Stoner Promoting Children’s Health: Integrating School, Family, and Community Thomas J Power, George J DuPaul, Edward S Shapiro, and Anne E Kazak ADHD in the Schools Assessment and Intervention Strategies T h i r d E d iti o n George J DuPaul Gary Stoner Foreword by Robert Reid THE GUILFORD PRESS New York  London © 2014 The Guilford Press A Division of Guilford Publications, Inc 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved Except as noted, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher Printed in the United States of America This book is printed on acid-free paper Last digit is print number: 9 8 7 6 5 4 3 2 1 LIMITED PHOTOCOPY LICENSE These materials are intended for use only by qualified professionals The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote This license is limited to you, the individual purchaser, for personal use or use with individual students This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged) Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications The authors have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards of practice that are accepted at the time of publication However, in view of the possibility of human error or changes in behavioral, mental health, or medical sciences, neither the authors, nor the editors and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they are not responsible for any errors or omissions or the results obtained from the use of such information Readers are encouraged to confirm the information contained in this book with other sources Library of Congress Cataloging-in-Publication Data DuPaul, George J   ADHD in the schools : assessment and intervention strategies / George J DuPaul, Gary Stoner.—Third edition   pages cm   Includes bibliographical references and index   ISBN 978-1-4625-1671-1 (hardback)   1.  Attention-deficit-disordered children—Education—United States.  2.  Attentiondeficit hyperactivity disorder—Diagnosis.  I.  Stoner, Gary.  II.  Title   LC4713.4.D87 2014  371.93—dc23 2014006560 To the many students with ADHD, families, and teachers with whom we have worked over the course of our careers We have learned a great deal from them, and we truly hope that learning is represented well enough in this text to be of help to others About the Authors George J DuPaul, PhD, is Professor of School Psychology at Lehigh ­University He is a Fellow of Divisions 16 (School Psychology), 53 (Clinical Child and Adolescent Psychology), and 54 (Pediatric Psychology) of the American Psychological Association (APA) and is past president of the Society for the Study of School Psychology Dr DuPaul is a recipient of the APA Division 16 Senior Scientist Award and was named to the Children and Adults with ADHD Hall of Fame His primary research interests are school-based assessment and treatment of disruptive behavior disorders, pediatric school psychology, and assessment and treatment of college students with ADHD Dr DuPaul’s publications include over 190 journal articles and book chapters on assessment and treatment of ADHD, as well as the coauthored ADHD Rating Scale–IV Gary Stoner, PhD, is Professor in the Department of Psychology and Director of the Graduate Programs in School Psychology at the University of Rhode Island He is a Fellow of the APA, past president of APA Division 16, and a member of the Society for the Study of School Psy­chology Dr Stoner’s research interests include prevention and intervention with achievement and behavior problems, early school success, ­parent and teacher support, and professional issues in school psychology He is past chair of the APA’s Interdivisional Coalition for Psychology in Schools and Education and currently serves on the APA Commission on Accreditation vi Foreword Attention-deficit/hyperactivity disorder (ADHD) is a problem that affects millions of students In the United States, it is now the most commonly diagnosed psychological disorder of childhood Worldwide prevalence is estimated at 5% among school-age children, but in the United States recent researchers have reported that over 10% of school-age students have been identified or considered as having ADHD ADHD is also a serious problem for our society It is a chronic, lifelong disorder Individuals with ADHD have an increased risk for a litany of serious problems For children, risks include lower academic achievement and increased risk for learning disabilities, conduct disorder, or depression Additionally, they are likely to encounter serious difficulty in social settings, which can result in social isolation As children with ADHD enter adolescence, they are more likely than their peers to experience incarceration, contract a sexually transmitted disease, or be involved in multiple car accidents While some symptoms may abate over time, the core problems remain through adulthood Adults with ADHD are more likely than peers to be underemployed or unemployed In the United States, the direct cost of ADHD (e.g., medical costs, educational services) is estimated to be approximately $50 billion per year Indirect costs (e.g., lost work time by family members) are difficult to quantify but may be even higher In sum, ADHD poses clear individual, social, and economic concerns As one might expect, ADHD is quite possibly the most thoroughly studied psychological disorder in history Searching an online database vii 352 References noncompliance: Rationale, concepts, and effectiveness Current Directions in Psychological Science, 3, 146–150 Wigal, S B., Childress, A C., Belden, H W., & Berry, S A (2013) NWP06, an extended-­release oral suspension of methylphenidate, improved attention-­ deficit/hyperactivity disorder symptoms compared with placebo in a laboratory classroom study Journal of Child and Adolescent Psychopharmacol‑ ogy, 23, 3–10 Wigal, S B., Wigal, T., Schuck, S., Brams, M., Williamson, D., Armstrong, R B., et al (2011) Academic, behavioral, and cognitive effects of OROS® methylphenidate on older children with attention-­deficit/hyperactivity disorder Journal of Child and Adolescent Psychopharmacology, 21, 121–131 Wigal, T., Greenhill, L., Chuang, S., McGough, J., Vitiello, B., Skrobala, A., et al (2006) Safety and tolerability of methylphenidate in preschool children with ADHD Journal of the American Academy of Child and Adolescent Psychiatry, 45, 1294–1303 Willcutt, E G., Nigg, J T., Pennington, B F., Solanto, M V., Rohde, L A., Tannock, R., et al (2012) Validity of DSM-IV attention-­deficit/hyperactivity disorder symptom dimensions and subtypes Journal of Abnormal Psy‑ chology, 121, 991–1010 Willcutt, E G., Pennington, B F., Chhabildas, N A., Friedman, M C., & Alexander, J (1999) Psychiatric comorbidity associated with DSM-IV ADHD in a nonreferred sample of twins Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1355–1362 Wilson, L J., & Jennings, J N (1996) Parents’ acceptability of alternative treatments for attention-­deficit hyperactivity disorder Journal of Attention Disorders, 1, 114–121 Witt, J C., Daly, E M., & Noell, G (2000) Functional assessments: A stepby-step guide to solving academic and behavior problems Longmont, CO: Sopris-West Witt, J C., & Elliott, S N (1985) Acceptability of classroom management strategies In T R Kratochwill (Ed.), Advances in school psychology (Vol 4, pp. 251–288) Hillsdale, NJ: Erlbaum Wixon, K K (1986) Vocabulary instruction and children’s comprehension of basal stories Reading Research Quarterly, 21, 317–329 Wolf, L E (2001) College students with ADHD and other hidden disabilities: Outcomes and interventions In J Wasserstein, L E Wolf, & F F LeFever (Eds.), Adult attention deficit disorder: Brain mechanisms and life out‑ comes (pp. 385–395) New York: New York Academy of Sciences Wolf, L E., Simkowitz, P., & Carlson, H (2009) College students with attention-­deficit/hyperactivity disorder Current Psychiatry Reports, 11(5), 415–421 Wolraich, M L (2006) Attention-­deficit/hyperactivity disorder: Can it be recognized and treated in children younger than years? Infants and Young Children, 19, 86–93 Wolraich, M L., Lambert, E W., Bickman, L., Simmons, T., Doffing, M A., & Worley, K A (2004) Assessing the impact of parent and teacher agreement References 353 on diagnosing attention-­deficit hyperactivity disorder Developmental and Behavioral Pediatrics, 25, 41–47 Yildiz, O., Sismanlar, S G., Memik, N C., Karakaya, I., & Agaoglu, B (2011) Atomoxetine and methylphenidate treatment in children with ADHD: The efficacy, tolerability, and effects on executive functions Child Psychiatry and Human Development, 42, 257–269 Zentall, S S (1989) Attentional cuing in spelling tasks for hyperactive and comparison regular classroom children Journal of Special Education, 23, 83–93 Zentall, S S., & Leib, S L (1985) Structured tasks: Effects on activity and performance of hyperactive and comparison children Journal of Educational Research, 79, 91–95 Zirkel, P A (2013) ADHD checklist for identification under the IDEA and Section 504/ADA West’s Education Law Reporter, 293, 13–27 Zirkel, P A., & Aleman, S R (2000) Section 504, the ADA and the schools (2nd ed.) Horsham, PA: LRP Zito, J M., Safer, D J., de Jong-van den Berg, L T W., Janhsen, K., Fegert, J M., Gardner, J M., et al (2008) A three-­country comparison of psychotropic medication prevalence in youth Child and Adolescent Psychiatry and Mental Health, 2, Article 26 Zito, J M., Safer, D J., dos Reis, S., Gardner, J F., Boles, M., & Lynch, F (2000) Trends in the prescribing of psychotropic medications to preschoolers Journal of the American Medical Association, 283, 1025–1030 Index Page numbers in italic indicate figures or tables Academic Competency Evaluation Scale, 45, 236 Academic functioning assessment, 48–49 Academic performance, medication and, 218–220, 239 Academic performance deficits versus academic skills deficits, 77 assessment guidelines for ADHD and assessing academic performance deficits, 83–84 overview, 81–82 screening procedures, 82–83 case example of assessing ADHD and, 86–89 literacy and numeracy in young children, 109–110 See also Academic skills deficits; Academic underachievement; Learning disabilities Academic Performance Rating Scale (APRS), 45, 82, 236 Academic skills deficits versus academic performance deficits, 77 differentiating between ADHD and, 84–86 screening procedures for, 82–83 See also Academic performance deficits; Academic underachievement; Learning disabilities Academic underachievement adolescents with ADHD and, 188–189 association of ADHD and empirical evidence for association between ADHD and academic problems, 77–78 more recent perspectives on the relationship between ADHD and learning difficulties, 78–80 overview, 7, 75, 76–77 studies of causal relationships between ADHD and learning disabilities, 78 summary of evidence, 80–81 as outcome of ADHD in young children, 125 See also Academic performance deficits; Academic skills deficits; Learning disabilities ADHD adolescents and, 24, 187 See also Adolescents adults and, 24–25 African American children and, 5, 52 boys and, 4–5 case descriptions and definition, 1–4, 30–31 college students and, 206 See also College students ethnicity and, 52 girls and, 25, 47, 94–95 health care costs for children with, 355 356 Index ADHD (cont.) Hispanic children and, 52 impact of situational factors on symptom severity impairment in delayed responding, 23 important antecedent and consequent events, 21–22 long-term outcome of children with, 23–26 possible causes environmental toxins, 19 hereditary influences, 18–19 neurobiological variables, 17–18 summary of evidence, 20–21 prevalence of, 4–5 school-related problems associated difficulties, 6–9 core behavior difficulties, 5–6 socioeconomic status and, subtypes combined presentation (ADHDCOMB), 10, 11–12, 13 heterogeneity of symptoms and subtype definitions, 9–10 limitations of DSM subtyping approach, 13–14 predominantly hyperactive– impulsive presentation (ADHD-HI), 10, 13 predominantly inattentive presentation (ADHD-IA), 10–12 with symptom modifiers, 16–17 with versus without aggression, 14–15 with versus without internalizing disorder, 15–16 young children and, 106–110 See also Early intervention ADHD Behavior Coding System, 46, 238 ADHD Rating Scale–IV, 39, 44, 45, 51–52, 236, 237 ADHD School Observation Code (ADHD-SOC), 47, 50, 238 ADHD Symptoms Rating Scale (ADHDSRS), 113 Adjunctive interventions home-based interventions behavioral family therapy for adolescents, 260–262 homework interventions, 262–263 multisetting interventions, 263–264 parent education, 258–260 parent support groups, 264 interventions with limited or no efficacy, 264–266 overview, 251–252 school-based interventions coaching teens with ADHD, 257–258 social skills training, 252–257 Adjustment problems, 93–95 Adolescents ADHD symptoms and prevalence, 24, 187 assessment of ADHD in, 190–192 behavioral family therapy for, 260–262 challenges experienced by, 188–190 communication with regarding ADHD, 286 development considerations in ADHD assessment, 62–64 intervention considerations with, 192–193 self-monitoring and, 167 See also Secondary and postsecondary school interventions Adolescents Coping with Depression and Coping with Stress courses, 98 Adults and ADHD, 24–25 African American children and ADHD, 5, 52 Aggression ADHD with versus without, 14–15 as correlate of ADHD, 7–8 young children with ADHD and, 108 Agile Consultative Model of Medication Evaluation (ACMME), 242–243 Amino acid supplementation, 264 Antidepressant medications, 215 Antihypertensive medications, 215 Antisocial behavior, Patterson’s theory of, 123, 125 Anxiety disorders, 74, 90, 91–93 Assessment See Early intervention; School-based assessment Atomoxetine, 216 “At risk for ADHD,” 117 Attention-deficit/hyperactivity disorder See ADHD Attention Deficit/Hyperactivity Disorder Knowledge and Opinion Survey (AKOS), 272 Index 357 Autism, 117 Autism Diagnostic Interview—Revised, 117 B Basic instructional processes, 173–174 Behavioral assessment approach, 33–34 Behavioral family therapy, 260–262 Behavioral interventions combined with medication, 225–227 parent education in the use of, 118, 121–122 preschool-based, 120–121 “Behavioral rebound,” 230 Behavior Assessment System for Children–2 (BASC-2), 36, 43, 45, 64, 113 Behavior contracts, 156 Behavior difficulties core behavior difficulties in school settings, 5–6 direct observation of, 46–48 other difficulties associated with ADHD, 6–9 Behavior management, 54–55 See also Cognitive-behavioral management strategies; Contingency management procedures Behavior Observation of Students in Schools (BOSS), 47, 48, 238 Boys and ADHD, 4–5 Bracken Basic Concepts Scale—Revised, 116 C Carroll County (MD) Public Schools, 64–65 Case examples assessing ADHD and academic performance deficits, 86–89 descriptions of children with ADHD, 1–3 implementation of school-based assessment, 65–71 Case managers, 298–300 Challenging Horizons Program (CHP), 195–196, 201–202 Child Behavior Checklist (CBCL), 43, 60, 64, 113 Childhood Autism Rating Scale, 117 Children and Adults with AttentionDeficit/Hyperactivity Disorder (CHADD), 264 Children’s Problem Checklist (CPC), 116 Choice making, 182 Citizens Commission on Human Rights, 278 Classroom-based screening, 111 Classroom management strategies See Instructional strategies Classroom Observation Code, 47, 238 ClassWide Peer Tutoring (CWPT), 178–179 Clonidine, 215 CNS stimulants, 213–215, 227–232 See also Medication therapy Coaching, 193, 208–209, 257–258 Coaching the ADHD Student (Dawson and Guare), 193 Cognitive-behavioral management strategies overview, 166–167 self-monitoring, 167 self-reinforcement, 168–170 Cognitive-behavioral therapy college students and, 207–208 for treatment of comorbid ADHD– anxiety, 92–93 Collaborative Life Skills program (CLS), 263 College students ADHD in, 206 interventions for educational interventions and accommodations, 209–210 overview, 206–207 pharmacotherapy, 210 psychosocial intervention strategies, 207–209 Combined presentation (ADHD-COMB) ADHD-HI compared to, 13 ADHD-IA compared to, 11–12 defined, 10 Communication issues communication between education professionals and parents due-process notifications, 280–282 overview, 279–280 parental involvement in educational programming, 282–283 358 Index Communication issues (cont.) communication with physicians and other professionals, 283–285, 289–292 communication with students, 285–287 DSM diagnoses and educational services, 270–272 educational training and responsibilities, 272–276 importance of effective communication, 268–270 issues surrounding stimulant medication treatment overview, 276–277 potential adverse effects of, 277–278 potential benefits of, 277 school involvement, 279 values conflicts or assumptions on which treatment is based, 278–279 school-based case manager to foster communication and integration of services, 198–300 Suggested Readings on ADHD and Related Difficulties for Parents and Teachers, 288 Comorbidity ADHD and adjustment problems, 93–95 ADHD and internalizing disorders anxiety, 90, 91–93 depression, 90–91 ADHD and other externalizing disorders, 89–90 ADHD and special education, 98–102, 104–105 assessment guidelines for ADHD and academic performance deficits assessing academic performance deficits, 83–84 case example, 86–89 differentiating between ADHD and academic skills deficits, 84–86 overview, 81–86 screening procedures, 82–83 association of ADHD and academic underachievement empirical evidence for association between ADHD and academic problems, 77–78 more recent perspectives on the relationship between ADHD and learning difficulties, 78–80 overview, 76–77 studies of causal relationships between ADHD and learning disabilities, 78 summary of evidence, 80–81 definition and overview, 6–9, 74–76 implications for assessment, monitoring, and intervention, 95 implications for treatment, 95–98 Comprehension (reading), 175 Computer-assisted instruction (CAI), 180–182 Computer-based working memory training, 303 Conduct disorder, 74, 89, 123 Conjoint behavioral consultation (CBC), 136 Conners 3rd Edition (Conners-3), 43–44, 45, 60, 236, 237 Conners-3 Self-Report, 64, 239 Conners Teacher Rating Scale—Revised for Preschoolers, 113 Contingency contracting, 155–157 Contingency management procedures contingency contracting, 155–157 daily behavior report cards and homebased contingencies, 158–163 functional behavioral assessment, 163–166 overview, 150–151 response cost, 153–155 time-out from positive reinforcement, 157–158 token reinforcement programs, 151–153 Continuous Performance Test (CPT), 35 COPE program, 129–130 Coping Cat program, 98 Corrections and feedback, 173 Curriculum-based measurement (CBM), 49 D Daily behavior report cards (DBRCs), 60, 158–163, 202–204 DARE strategy, 200 “Dead man test for behavior,” 149 Decoding, 174–175 Defiant Children/Defiant Teens programs, 98, 259 Index 359 Delayed responding, 23 Depression adolescents with ADHD and, 190 comorbidity with ADHD, 74, 90–91 maternal depression and ADHD, 43 Description of Medication Trial to Physician, 291 Developmental considerations in assessment, 62–64 Dextroamphetamine, 213 Diagnosis/classification process and procedures age of onset and chronicity of problem behaviors, 53 frequency of ADHD-related behaviors, 52–53 functional impairment, 53–54 number of ADHD symptoms, 51–52 occurrence of problem behaviors across situations, 53 other factors that may account for ADHD-like behaviors, 54–55 questions to be addressed, 50–51 screening and diagnostic procedures for young children, 110–117 See also Screening Diagnostic criteria advantages of DSM approach, 31–32 current definition of ADHD, 30–31 limitations of DSM approach, 32–33 Diagnostic homogeneity, 271 Diagnostic Interview for Children and Adolescents, 113 Diagnostic Interview Schedule for Children (DISC), 113 Direct observation of behavior, 46–48 of school performance, 238–239 Dose–response and individual responsivity, 221–223 DSM-based rating scale, 39, 44 DSM diagnoses ADHD subtypes, 10 advantages of diagnostic criteria, 31–32 current definition of ADHD, 30–31 educational services and, 270–272 limitations of diagnostic criteria and subtyping approach, 13–15, 32–33 previous classification of ADHD-IA, 10–11 Due-process notifications, 280–282 Dynamic Indicators of Basic Early Literacy Skills (DIBELS), 116, 135 E Early Childhood Inventory–4R (ECI-4R), 113 Early Childhood Systematic Training for Effective Parenting (STEP), 137 Early intervention ADHD in young children, 106–110 early intervention and prevention strategies overview, 118 parent education in the use of behavioral interventions, 121–122 preschool-based behavioral intervention, 120–121 psychotropic medication, 118–120 multicomponent early intervention findings and future directions, 136–141 multicomponent early intervention model assessment and training of preacademic skills at home, 134–135 assessment and training of preacademic skills at school, 135 assessment-based intervention at home, 130–131 assessment-based intervention at school, 131–134 background, 129 home–school communication, 135–136 parent education, 129–130 prevention of difficulties associated with ADHD, 123–128 screening and diagnostic procedures, 110–117 Early Intervention for ADHD (EIA) project, 136–141 Early Numeracy Skills Assessment (ENSA), 116 Early-onset ADHD, 25, 124 Early Screening Project, 111, 114 Educational training and responsibilities, 272–276 360 Index Education services and DSM diagnoses, 270–272 Educative approach, 144 Elementary school interventions basic components of, 147–150 cognitive-behavioral management strategies overview, 166–167 self-monitoring, 167 self-reinforcement, 168–170 computer-assisted instruction, 180–182 conceptual foundations of, 143–147 contingency management procedures contingency contracting, 155–157 daily behavior report cards and home-based contingencies, 158–163 functional behavioral assessment, 163–166 overview, 150–151 response cost, 153–155 time-out from positive reinforcement, 157–158 token reinforcement programs, 151–153 effective instructional strategies instructional management and remediation in basic skills areas, 172–178 overview, 171–172 importance of ongoing teacher support, 184–186 need for, 142 peer tutoring, 178–180 task and instructional modifications, 182–184 Environmental toxins, 19 Ethnicity and ADHD, 52 Evaluation See Intervention evaluation Executive functioning assessment, 45–46 “Experience sampling,” 94 Externalizing disorders, 89–90 F Family–School Success (FSS), 263–264 Federal Rehabilitation Act of 1973 (Section 504), 99–100, 274 Feedback and corrections, 173 504 accommodation plans, 100–101 Free-play situations (FPS), 114 Friendships See Peer relationships Friendship training, 257 Functional behavior assessment as basis for contingency management procedures, 163–166 at home, 130–131 at school, 131–134 G Generalization programming, 254–256 Generalized anxiety disorder, 91 Girls and ADHD, 25, 47, 94–95 Growth suppression, 231 Guanfacine, 215 Guided practice, 173 H Headsprout, 181 Health care costs of ADHD, Herbal medicines, 264 Hereditary influences, 18–19 High school interventions See Secondary and postsecondary school interventions Hispanic children and ADHD, 52 Home-based contingencies, 158–163 Home-based friendship training, 257 Home-based interventions for adolescents with ADHD, 200–202 behavioral family therapy for adolescents, 260–262 homework interventions, 262–263 multisetting interventions, 263–264 parent education, 258–260 parent support groups, 264 Home-based learning activities, 283 Home–school communication for elementary school students, 158–163 for middle and high school students, 202–204 multicomponent early intervention model and, 135–136 for parent involvement in educational programming, 282–283 Index 361 Home Situations Questionnaire (HSQ), 44, 237 Homework, Organization, and Planning Skills (HOPS) program, 196–197, 201–202 Homework interventions, 262–263 Homework Performance Questionnaire, 44 Homework Problem Checklist, 44 Homework Success program, 262–263 HOW strategy, 177 Hyperactive Behavior Code, 47, 238 Hyperactivity, 5–6 I Idiographic assessment, 271 Impairment Rating Scale (IRS), 44–45, 116, 236, 238 Implementation science, 302–303 Impulsivity, 5–6 Inattention, 5–6 Incredible Years programs, 98 Independent practice, 173 Individualized interventions, 146 Individual responsivity, 221–223 Individual screening, 111 Individuals with Disabilities Education Act (IDEA) and IDEIA 2004, 99, 273–274 Injury Prevention Program, The (TIPP), 130 Instructional modifications, 184 Instructional processes, 173–174 Instructional strategies (elementary school) instructional management and remediation in basic skills areas basic instructional processes, 173–174 need for, 172–173 reading skills, 174–176 study and organizational skills, 176–178 overview, 171–172 Internalizing disorders ADHD with versus without, 15–16 adolescents with ADHD and, 190 comorbid anxiety, 90, 91–93 comorbid depression, 90–91 Interpersonal conflict, 7–8 Intervention evaluation process, 59 questions to be addressed, 58 techniques, 59–62 Intervention guidelines, 144–145 Intervention integrity checklist, 150 Intervention planning, 55–58 Interventions, school-based See Adjunctive interventions; Early intervention; Elementary school interventions; Schoolbased interventions; Secondary and postsecondary school interventions L Ladders to Literacy curriculum, 130, 134–135 LDX, 213 Learning disabilities comorbidity with ADHD, 74, 77–81 differentiating between ADHD and, 84–86 as a factor in ADHD-like behavior, 54 screening procedures for, 82–83 studies of causal relationships between ADHD and, 78 See also Academic performance deficits; Academic skills deficits; Academic underachievement Literacy and numeracy, 109–110, 116 Long-term outcomes, 23–26 Low adult attention situations (LAAS), 114 M Making Socially Accepting Inclusive Classrooms (MOSAIC), 256–257 Maternal depression, 43 Maternal smoking, 19 Math Blaster, 181 Mediators for school-based interventions, 146–147 Medical utilization and ADHD, 108–109 362 Index Medication therapy behavioral effects of stimulants behavioral control and attention, 217–218 cognitive and academic performance, 218–220 combination of medication and behavioral therapy, 225–227 dose–response and individual responsivity, 221–223 normalization of classroom functioning, 223–224 overview, 216–217 social relationships, 220–221 communication issues surrounding stimulant medication treatment overview, 276–277 potential adverse side effects of, 277–278 potential benefits of, 277 school involvement, 279 values conflicts or assumptions on which treatment is based, 278–279 communication of results with the prescribing physician, 243–245 how to assess medication effects in classroom settings measures of medication response, 236–240 medication evaluation procedure, 240–243 overview, 234–236 limitations of stimulant medication treatment, 246–247 medication trials, 232–234 ongoing monitoring of medication response, 245–246 overview, 212–213 pharmacotherapy for college students, 210 possible adverse side effects of CNS stimulants, 227–232 stimulant medication and ADHD subtypes, 12 Stimulant Medication Treatment of ADHD: A Teacher Handout, 248–250 types of psychotropic medications employed antidepressant medications, 215 antihypertensive medications, 215 atomoxetine, 216 CNS stimulants, 213–215 Medication trials, 232–234 Megavitamins, 264 Methylphenidate (MPH), 213–215 See also Medication therapy Middle school interventions See Secondary and postsecondary school interventions Mixed amphetamine, 213 Molecular genetic studies, 18–19 Motor tics, 230 MPH, 213–215 See also Medication therapy MTA study, 225–226 Multicomponent early intervention model assessment and training of preacademic skills at home, 134–135 assessment and training of preacademic skills at school, 135 assessment-based intervention at home, 130–131 assessment-based intervention at school, 131–134 background, 129–136 findings and future directions, 136–141 home–school communication, 135–136 parent education, 129–130 Multimethod assessment process, 39–40 questions to be addressed, 39 techniques assessment of academic functioning, 48–49 assessment of executive functioning, 45–46 assessment of social functioning, 49–50 direct observation of behavior, 46–48 parent interview, 42–43 parent ratings, 43–45 review of school record, 41–42 teacher interview, 40–41 teacher ratings, 45 Multisetting interventions, 263–264 N Neurobiological variables, 17–18 Nomothetic assessment, 270 Index 363 Noncompliance, Numeracy and literacy, 109–110, 116 O Obsessive–compulsive disorder, 91 Ocular motor exercises, 264 Off-task behavior, Oppositional defiant disorder, 7, 74, 89, 123 Organizational and study skills, 176–178, 194–197 Organization assessment sheets (OAS), 170 Other health impaired (OHI) category, 99 “Overfocused” behavior, 230–231 P Paired Associates Learning test, 218 Parental Friendship Coaching (PFC), 257 Parent communication See Communication issues Parent-directed task situations (PDTS), 114 Parent education as adjunctive interventions for ADHD, 258–260 behaviorally based programs, 118, 121–122 evaluated versus multicomponent early intervention model, 136–141 as part of multicomponent early intervention model, 129–130 Parent interviews, 42–43 Parent rating scales for ADHD assessment, 43–45 for medication response, 237–238 Parent reading suggestions, 288 Parent-supervised situations (PSS), 114 Parent support groups, 264 Parent tutoring, 162 Patterson’s theory of antisocial behavior, 123, 125 Peer coaching, 170 Peer-mediated social skills training, 256–257 Peer relationships adolescents with ADHD and, 189 assessment of in young children, 116 assessment of social functioning and, 49–50 disturbance in as correlate of ADHD, 8–9 Peer tutoring, 178–180 Pharmacotherapy See Medication therapy Phonological Awareness Literacy Screening, 116 Physician communication, 283–285, 289–292 Play therapy, 264 Point of performance intervention, 146 Positive reinforcers, 151 Postsecondary school interventions See Secondary and postsecondary school interventions Preacademic skills assessment and training, 134–135 Predominantly hyperactive–impulsive presentation (ADHD-HI), 10, 13 Predominantly inattentive presentation (ADHD-IA), 10–12 Preferred activities, 150 Preschool ADHD Rating Scale–IV, 113 Preschool ADHD Treatment Study (PATS), 107, 119–120 Preschool and Kindergarten Behavior Scale (PKBS-2), 113 Preschool-based behavioral interventions, 120–121 Preschool Learning Behaviors Scale, 116 Preschool Numeracy Indicators, 116 Presentation (instructional process), 173 Preservice training, 300–301 Prevention strategies, 123–128 See also Early intervention Priming procedures, 150 Principles for Professional Ethics (National Association of School Psychologists), 269, 280, 283–284, 285 Proactive and reactive strategies, 145–146 “Problem solving and communication training” (PSCT), 261–262 Program/intervention evaluation process, 59 questions to be addressed, 58 techniques, 59–62 Projective techniques, 35 Promoting Academic Success for Students (PASS), 172 364 Psychosocial intervention strategies, 207–209 Psychostimulant medication See Medication therapy Psychotropic medication types employed for ADHD, 213–216 young children with ADHD and, 118–120 See also Medication therapy R RAP paraphrasing strategy, 209 Reactive strategies, 145–146 Reading comprehension, 175 Reading skills, 174–176 Referral Letter to a Physician, 289 Referral to Physician for Possible Medication Trial, 290 Reinforcement programs, 151–153 Relaxation training, 264 Report of Results of Medication Trial to Physician, 292 Response cost, 153–155 Review (instructional process), 173 Reynolds Adolescent Depression Scale— Second Edition, 64 RTI model, 36 S School Archival Records Search (SARS), 42 School-based assessment case examples, 65–71 conclusions and future directions, 293–294 developmental considerations, 62–64 implementation of model, 64–65 involvement of school professionals, 71–72 need for school psychologists to know evaluation procedures, 29 overview of assessment methods, 33–36 stages RTI model and overview, 36–38 stage I: screening, 38–39 stage II: multimethod assessment, 39–50 Index stage III: interpretation of results (diagnosis/classification), 50–55 stage IV: designing the treatment plan, 55–58 stage V: program/intervention evaluation, 58–62 use of diagnostic criteria advantages of DSM approach, 31–32 current definition of ADHD, 30–31 limitations of DSM approach, 32–33 School-based case managers, 298–300 School-based interventions conclusions and future directions, 294–297 recommendations for working with students with ADHD bridging the gap between research and practice, 301–303 overview, 297–298 preservice training for teachers, 300–301 school-based case managers, 298–300 using technology to deliver intervention and support, 303–304 See also Adjunctive interventions; Early intervention; Elementary school interventions; Secondary and postsecondary school interventions School counselors, 204–205 School–home note, 203 School psychologists assessment techniques used that have limited utility, 34–36 involvement in assessment process, 71–72 need for knowledge of evaluation procedures, 29 Principles for Professional Ethics (National Association of School Psychologists), 269, 280, 283–284, 285 skills necessary to using DSM criteria, 32–33 suggestions for determining whether a child with ADHD requires special education services, 98–102 School record reviews, 41–42 Index 365 School-related problems associated difficulties, 6–9 core behavior difficulties, 5–6 School Situations Questionnaire (SSQ), 45, 151, 236 School Supports Checklist, 185 Screening procedures for young children, 110–117 process, 38 questions to be addressed, 38 techniques, 38–39 See also Diagnosis/classification Secondary and postsecondary school interventions ADHD in college students, 206 ADHD prevalence in adolescence and beyond, 187 assessment of ADHD in adolescents, 190–192 challenges experienced by adolescents with ADHD, 188–190 intervention considerations with secondary-level students, 192–193 interventions for college students educational interventions and accommodations, 209–210 overview, 206–207 pharmacotherapy, 210 psychosocial intervention strategies, 207–209 interventions for middle and high school students home-based intervention, 200–202 home–school communication, 202–204 organizational and study skills, 194–197 overview, 193–194 self-regulation strategies, 197–200 supporting transition to postsecondary education, 204–205 Section 504 of the Federal Rehabilitation Act of 1973, 99–100, 274 Self-control See Cognitive-behavioral management strategies Self-monitoring, 167 Self-regulated strategy development (SRSD) model, 198, 200 Self-regulation strategies, 197–200, 201 Self-reinforcement, 168–170 Self-Report of Personality for the Behavior Assessment System for Children–2 (BASC-2), 36, 64 Self-reports for ADHD assessment, 35–36, 63, 64 for medication response, 239 Separation anxiety disorder, 91 Severity modifiers, 16–17 Side effects See Medication therapy Side Effects Rating Scale, 240 Situational factors impairment in delayed responding, 23 important antecedent and consequent events, 21–22 Skills for School Success (Archer and Gleason), 177 Smoking, 19 Social functioning assessment, 49–50 “Social performance” issues, 252–253 Social relationships and medication, 220–221 Social Skills Improvement System (SSIS), 45, 50, 116 Social skills training generalization programming, 254–256 “social performance” and Tough Kids program, 252–254 strategic peer involvement, 256–257 Socioeconomic status and ADHD, Special education services eligibility for, 98–102, 273–274 overlap with ADHD, 79–80 young children with ADHD and, 110 Zirkel Checklist, 104–105 SQ4R method, 202 Stimulant medication treatment See Medication therapy Stimulant Medication Treatment of ADHD: A Teacher Handout, 248–250 STOP strategy, 200 Strategies to Enhance Positive Parenting (STEPP) program, 260 Student communication, 285–287 Study and organizational skills, 176–178, 194–197 Substance use and abuse adolescents with ADHD and, 189 comorbidity with ADHD, 74 stimulants and the risk for, 231–232 Suggested Readings on ADHD and Related Difficulties for Parents and Teachers, 288 366 Support systems for teachers, 184–186 Symptom modifiers, 16–17 T Taped-word interventions, 184 Task modifications (TM), 182–184 Teacher interviews, 40–41 Teacher preservice training, 300–301 Teacher rating scales for ADHD assessment, 45, 60, 64 for medication response, 236–237 Teacher reading suggestions, 288 Teacher’s Report Form (TRF), 45 Teacher support systems, 184–186 Teaching practices, ADHD-like behavior and, 54–55 Technology-based strategies, 303–304 Telemedicine, 303–304 Thematic Apperception Test, 35 Think Before Reading, Think While Reading, Think After Reading (TWA) strategy, 200 Three-tiered RTI model, 36 Time-out from positive reinforcement, 157–158 Token reinforcement programs, 151–153 Tough Kids Social Skills program, 254 Twin studies, 18 Index U Underachievement See Academic underachievement V Values conflicts, 278–279 W Weekly/monthly reviews, 173 Working Memory Index, 34 Working memory training, 303 Y Young children and ADHD, 106–110 See also Early intervention Youth Inventory–4, 36, 64 Youth Self Report (YSR), 36 Z Zirkel Checklist for Performing Eligibility for Special Educational Services, 104–105 ... as among the preeminent scholars in the area of ADHD and the schools Both have decades of practical experience working with the schools and in conducting research in assessment and treatment of... neither the authors, nor the editors and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in. .. permission, playing with inappropriate objects (e.g., materials in desk that are unrelated to the task at hand), repetitive tapping of hands and feet, and fidgeting in their chairs Although the latter