Affecting one out of every 20 children and adolescents, ADHD is often first identified by education professionals--teachers, counselors, or school psychologists. Until now, however, the literature on ADHD has primarily been written by and for clinic -based practitioners. Addressing school-related problems associated with ADHD such as academic underachievement, noncompliance with classroom rules, and problematic peer relationships, this book is specifically designed to meet the needs of school psychologists, guidance counselors, administrators, and both regular and special education teachers.
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Book Description
Editorial Reviews
Review
"This is an exceptionally well written, organized, and literate text. It deftly blends the available research and scientific knowledge with practical, clinical and educational applications. This text goes on the top of my list as recommended for community and school based professionals dealing with classroom consultation in regards to ADHD. Drs. DuPaul and Stoner should be congratulated on their exceptional work." --Sam Goldstein, Ph.D., Neurology Learning & Behavior Center
"I would consider this book to be the most current treatise on ADHD and children. It is noteworthy because of its school-based focus and, as a consequence, it will be a valuable resource for school psychologists and educators. Particularly impressive is the excellent use of case study examples and the assessment model which addresses the most frequently asked questions and prescribes methods to address each of these. I also liked the fact that the book has a developmental perspective." --Steven Landau, Ph.D., Department of Psychology, Illinois State University
"Dupaul and Stoner have produced an exceptionally perceptive account of the ADHD literature including symptoms, etiology, assessment, diagnosis, and treatment. The text is superior in relating assessment to interventions and in reviewing psychological and educational methods that produce positive outcomes. DuPaul and Stoner's review of ADHD should be required reading for support services personnel such as school psychologists, special educators, and counselors." --Daniel J. Reschly, Ph.D., Iowa State University
"This book goes far beyond the typical "how to" manual for diagnosing and treating attention deficit disorders. All strategies are based on an up-to-date understanding of the disorders, the necessary complexity of the assessment process, and the realities of the school setting. The authors provide numerous examples of instruments, forms, and techniques, all rooted in current research findings.
Probably the book's most outstanding feature is the chapter on classroom-based intervention strategies. Not only is this chapter exceptionally thorough with respect to strategies for preventing classroom difficulties, but by addressing the academic deficits that often accompany ADHD, this book goes beyond others that deal only with behavior management issues." --Ann J. Abramowitz, Ph.D., Emory University School of Medicine
"I would consider this book to be the most current treatise on ADHD and children. It is noteworthy because of its school-based focus and, as a consequence, it will be a valuable resource for school psychologists and educators. Particularly impressive is the excellent use of case study examples and the assessment model which addresses the most frequently asked questions and prescribes methods to address each of these. I also liked the fact that the book has a developmental perspective." --Steven Landau, Ph.D., Department of Psychology, Illinois State University
"Dupaul and Stoner have produced an exceptionally perceptive account of the ADHD literature including symptoms, etiology, assessment, diagnosis, and treatment. The text is superior in relating assessment to interventions and in reviewing psychological and educational methods that produce positive outcomes. DuPaul and Stoner's review of ADHD should be required reading for support services personnel such as school psychologists, special educators, and counselors." --Daniel J. Reschly, Ph.D., Iowa State University
"This book goes far beyond the typical "how to" manual for diagnosing and treating attention deficit disorders. All strategies are based on an up-to-date understanding of the disorders, the necessary complexity of the assessment process, and the realities of the school setting. The authors provide numerous examples of instruments, forms, and techniques, all rooted in current research findings.
Probably the book's most outstanding feature is the chapter on classroom-based intervention strategies. Not only is this chapter exceptionally thorough with respect to strategies for preventing classroom difficulties, but by addressing the academic deficits that often accompany ADHD, this book goes beyond others that deal only with behavior management issues." --Ann J. Abramowitz, Ph.D., Emory University School of Medicine
About the Author
George J. DuPaul, Ph.D., is an associate professor of school psychology at Lehigh University. He received his doctorate in school psychology from the University of Rhode Island in 1985. Prior to his appointment at Lehigh, he served on the faculty at the University of Massachusetts Medical Center. The author or coauthor of more than 40 journal articles and book chapters related to ADHD, Dr. DuPaul has extensive experience providing clinical and school-based services to children with Attention Deficit Hyperactivity Disorder (ADHD) and their families. Currently, he is investigating the use of peer-mediated and self-management interventions for ADHD in school settings.
Gary Stoner, Ph.D., is an Associate Professor with the School Psychology Program in the Division of Special Education and Rehabilitation at the University of Oregon. Dr. Stoner earned his doctorate in Psychology with a specialization in School Psychology from the University of Rhode Island in 1986, after which he completed a one-year Postdoctoral Fellowship in applied behavior analysis, developmental disabilities, and behavioral pediatrics at the Kennedy Institute for Handicapped Children/Johns Hopkins University School of Medicine. He serves as a member of the editorial boards of the professional journals School Psychology Review, and School Psychology Quarterly. Dr. Stoner is engaged in ongoing research, professional training, and writing regarding the education of students with ADHD.
Gary Stoner, Ph.D., is an Associate Professor with the School Psychology Program in the Division of Special Education and Rehabilitation at the University of Oregon. Dr. Stoner earned his doctorate in Psychology with a specialization in School Psychology from the University of Rhode Island in 1986, after which he completed a one-year Postdoctoral Fellowship in applied behavior analysis, developmental disabilities, and behavioral pediatrics at the Kennedy Institute for Handicapped Children/Johns Hopkins University School of Medicine. He serves as a member of the editorial boards of the professional journals School Psychology Review, and School Psychology Quarterly. Dr. Stoner is engaged in ongoing research, professional training, and writing regarding the education of students with ADHD.
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Most Helpful Customer Reviews
3 of 3 people found the following review helpful:
3.0 out of 5 stars
Not anything new.,
By
This review is from: ADHD in the Schools, Second Edition: Assessment and Intervention Strategies (The Guilford School Practitioner Series) (Paperback)
If you are a first time teacher, maybe this book would be helpful, but I have taught 15+ years, and I really didn't learn anything new. I was hoping it would give strategies to help with ADHD students in the classroom, but not so much. It did give lots of research, which I wasn't really looking for.
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Inside This Book
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First Sentence:
Amy is a 4-year-old girl who lives with her mother, stepfather, and younger brother (age 2). Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
behavior control difficulties, nine inattention symptoms, behavioral control difficulties, behavior control problems, delayed reprimands, academic skills deficits, most prudent conclusion, academic performance data, academic performance difficulties, behavior coding system, other disruptive behavior disorders, developmental deviance, authority figure commands, problems with inattention, independent seatwork, token reinforcement program, backup reinforcers, basic early literacy skills, stimulant medication treatment, children with this disorder, interventions for achievement, preacademic skills, observation code, other health impaired, functional behavioral assessment Key Phrases - Capitalized Phrases (CAPs): (learn more)
American Psychiatric Association, Child Behavior Checklist, The Guilford Press, Cooperative Group, Gary Stoner, National Association of School Psychologists, Academic Performance Rating Scale, New York, Abbreviated Conners Teacher Rating Scale, Conners Parent Rating Scale, Department of Education, School Observation Code, School Situations Questionnaire-Revised, Side Effects Rating Scale, African American, American Academy of Pediatrics, Classroom Observation Code, Conners-Wells Adolescent Self-Report of Symptoms, Early Screening Project, Home Situations Questionnaire-Revised, Hypothesized Relationship, James Smith The Anytown Clinic, Social Skills Rating System, Tough Kids Social Skills, Willams Street Anytown New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Amy is a 4-year-old girl who lives with her mother, stepfather, and younger brother (age 2). Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
behavior control difficulties, nine inattention symptoms, behavioral control difficulties, behavior control problems, delayed reprimands, academic skills deficits, most prudent conclusion, academic performance data, academic performance difficulties, behavior coding system, other disruptive behavior disorders, developmental deviance, authority figure commands, problems with inattention, independent seatwork, token reinforcement program, backup reinforcers, basic early literacy skills, stimulant medication treatment, children with this disorder, interventions for achievement, preacademic skills, observation code, other health impaired, functional behavioral assessment Key Phrases - Capitalized Phrases (CAPs): (learn more)
American Psychiatric Association, Child Behavior Checklist, The Guilford Press, Cooperative Group, Gary Stoner, National Association of School Psychologists, Academic Performance Rating Scale, New York, Abbreviated Conners Teacher Rating Scale, Conners Parent Rating Scale, Department of Education, School Observation Code, School Situations Questionnaire-Revised, Side Effects Rating Scale, African American, American Academy of Pediatrics, Classroom Observation Code, Conners-Wells Adolescent Self-Report of Symptoms, Early Screening Project, Home Situations Questionnaire-Revised, Hypothesized Relationship, James Smith The Anytown Clinic, Social Skills Rating System, Tough Kids Social Skills, Willams Street Anytown New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 31
books:
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- Child and Adolescent Psychiatry by Sir Michael Rutter on 4 pages
- Early Screening Project by S. Walker on page 113, page 188, and Back Matter
- Skills for School Success (Book 4) by Anita Archer on page 177, and page 178
- LADDERS TO LITERACY A Preschool Activity Book by Angela & O'Connor, Rollanda E. & Vadasy, Patricia F. Notari-Syverson on page 131, and page 136
- Schools and Families: Creating Essential Connections for Learning by Sandra L. Christenson in Front Matter
See all 31 books this book cites
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