Best Practices in School Mental Health for Attention-Deficit/Hyperactivity Disorder: A Framework for Intervention

Autor/inn/en	Fabiano, Gregory A.; Pyle, Kellina
Titel	Best Practices in School Mental Health for Attention-Deficit/Hyperactivity Disorder: A Framework for Intervention
Quelle	In: School Mental Health, 11 (2019) 1, S.72-91 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-018-9267-2
Schlagwörter	Attention Deficit Hyperactivity Disorder; Intervention; Guidelines; Special Education; Educational Policy; Evidence Based Practice; Mental Health; Health Services; Preschool Children; Elementary School Students; Classroom Techniques; Educational Environment; Parent Participation; Mental Health Workers; Behavior Problems; Best Practices; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Richtlinien; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Psychiater; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Children with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. The present paper reviews and synthesizes contemporary evidence-based reviews for school mental health interventions for children with ADHD across the preschool, elementary, and middle/high school levels to provide an overview of recommendations for best practice for school mental health practitioners. The preponderance of evidence across meta-analyses, systematic reviews, and practice guidelines support classroom contingency management strategies, with emerging evidence supporting training in organizational skills and homework supports. Behavioral parent training is also a supported intervention, but relatively few attempts have been made to evaluate it when integrated into school environments. A comprehensive, integrated approach for treating ADHD in school settings across universal, targeted, and indicated tiers is presented, providing an initial outline of a framework for school mental health treatment that could be utilized by school mental health practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01