This popular reference and text provides essential guidance for school-based professionals meeting the challenges of ADHD at any grade level. A team-based approach to intervention is emphasized in chapters offering research-based guidelines for identifying and assessing children with ADHD and those at risk; understanding learning difficulties associated with the disorder; developing an overall intervention and support plan for each student; implementing behavioral, academic, and social support strategies in the classroom; monitoring medication use and collaborating effectively with physicians; and conducting adjunctive interventions, such as parent training. Comprehensive and practical, the book includes several reproducible assessment tools and handouts.
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"This highly readable and comprehensive second edition continues to reflect a scientist-practitioner model and multimethod approach to ADHD assessment and intervention in the schools. Each chapter has been updated and expanded to reflect current research, and the book contains an extensive literature review. The illustrative case examples and reproducible forms, checklists, and handouts add to the practical nature of this text. Highly readable and comprehensive, this second edition will be the standard for those working with students with ADHD or planning wide-scale intervention programs. Because of the breadth and depth of its coverage, the book will be particularly useful for school psychologists, social workers, counselors, nurses, and administrators, as well as for general and special education teachers. Additionally, the book will be widely used as a text in upper-level undergraduate- and graduate-level courses addressing special topics and issues in the schools and child and adolescent psychopathology, and in graduate-level practica in school psychology, social work, and counseling."--Howard W. Atlas, EdD, NCSP, Director of Pupil Personnel Services, Waukegan (IL) Public Schools
"This book is a 'must'! DuPaul and Stoner have done a masterful job of updating school-based practitioners on the latest research, assessment methods, and intervention techniques for students with ADHD. The volume is packed with clear, readable advice about everything from causes to interventions. I am particularly impressed with the authors' careful delineation of the connections between ADHD and learning difficulties, in a chapter that speaks to the need for careful differential diagnosis. Also, for those of us who are always searching for appropriate interventions, the authors provide many for use in school and at home. I would like to see this book used as a text in school psychology programs across the country."--Margaret Suby, CAGS, Certified School Psychologist, Learning Disabilities Specialist, Simmons College
"This practical book will be equally useful as a guide for seasoned practitioners and a graduate-level text. Among the second edition's many strengths are its multi-tiered approach to assessment; the clear linkage it establishes between assessment and intervention; and its coverage of proactive intervention strategies, such as the use of functional behavioral assessment and environmental modifications. Also of particular value is the updated discussion of medication, including efficacy rates with different populations and frank discussion of side effects. As a psychologist in a clinic specializing in learning and attention disorders, I am very often queried by parents on appropriate treatment methodologies, particularly around medication issues. This book gives me up-to-date answers to most of the pointed questions I am asked. For this reason alone, it is an invaluable resource."--Peg Dawson, EdD, Center for Learning and Attention Disorders, Portsmouth, New Hampshire
"This book is a 'must'! DuPaul and Stoner have done a masterful job of updating school-based practitioners on the latest research, assessment methods, and intervention techniques for students with ADHD. The volume is packed with clear, readable advice about everything from causes to interventions. I am particularly impressed with the authors' careful delineation of the connections between ADHD and learning difficulties, in a chapter that speaks to the need for careful differential diagnosis. Also, for those of us who are always searching for appropriate interventions, the authors provide many for use in school and at home. I would like to see this book used as a text in school psychology programs across the country."--Margaret Suby, CAGS, Certified School Psychologist, Learning Disabilities Specialist, Simmons College
"This practical book will be equally useful as a guide for seasoned practitioners and a graduate-level text. Among the second edition's many strengths are its multi-tiered approach to assessment; the clear linkage it establishes between assessment and intervention; and its coverage of proactive intervention strategies, such as the use of functional behavioral assessment and environmental modifications. Also of particular value is the updated discussion of medication, including efficacy rates with different populations and frank discussion of side effects. As a psychologist in a clinic specializing in learning and attention disorders, I am very often queried by parents on appropriate treatment methodologies, particularly around medication issues. This book gives me up-to-date answers to most of the pointed questions I am asked. For this reason alone, it is an invaluable resource."--Peg Dawson, EdD, Center for Learning and Attention Disorders, Portsmouth, New Hampshire
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.
--This text refers to an out of print or unavailable edition of this title.
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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Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
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, National Association of School Psychologists, Cooperative Group, Gary Stoner, 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 | Front Flap | Table of Contents | First Pages | Index | Back Flap | 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, National Association of School Psychologists, Cooperative Group, Gary Stoner, 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 | Front Flap | Table of Contents | First Pages | Index | Back Flap | 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
- Abnormal Child Psychology (with InfoTrac) by Eric J Mash in Back Matter
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