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Interventions in School Settings for Students With ADHD

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Interventions in School Settings for Students With ADHD

dc.contributor.author	Miranda Casas, Ana
dc.contributor.author	Jarque, Sonia
dc.contributor.author	Tárraga Mínguez, Raúl
dc.date.accessioned	2014-01-16T12:04:18Z
dc.date.available	2014-01-16T12:04:18Z
dc.date.issued	2006
dc.identifier.uri	http://hdl.handle.net/10550/32343
dc.description.abstract	This article consists of a review of 16 research studies on treatments in school settings for children with attention deficit hyperactivity disorder (ADHD) carried out in the last decade. It includes both simple interventions and multicomponent interventions where different techniques are combined. Based on this revision, the conclusion is drawn that, based on the evidence, school-based treatments for ADHD are effective in the short run for reducing disruptive behaviors and improving on-task behavior and academic performance of children with ADHD. Issues regarding the limitations to generalizing the improvements over time and across content areas are discussed. Furthermore, results from the MTA¿a study designed to compare the efficacy of behavioral treatment (BT), medical management (MM), combined treatment (BT and MM), and a routine community care control group¿are discussed. The MTA findings suggest that the most effective treatment for ADHD is a multimodal intervention that frequently includes concurrent medication in addition to parent training, school interventions, and child intervention.
dc.relation.ispartof	Exceptionality, 2006, vol. 14, num. 1, p. 35-52
dc.rights.uri	info:eu-repo/semantics/openAccess
dc.source	Miranda Casas, Ana Jarque, Sonia Tárraga Mínguez, Raúl 2006 Interventions in School Settings for Students With ADHD Exceptionality 14 1 35 52
dc.subject	Educació infantil
dc.title	Interventions in School Settings for Students With ADHD
dc.type	info:eu-repo/semantics/article
dc.date.updated	2014-01-16T12:04:18Z
dc.identifier.idgrec	060067