Interventions for Students with Attention-Deficit/Hyperactivity Disorder: One Size Does Not Fit All

Abstract

The following myths about the treatment of ADHD are dispelled: (a) ADHD has a presumed neurobiological basis; therefore, it can be treated only with medication; (b) all children with ADHD must be treated with contingency management procedures; (c) children with ADHD do not perform well under partial reinforcement schedules; (d) self-instruction training is an effective intervention for ADHD; and (e) all students with ADHD must receive special education services. Functional assessment is then discussed as a way to determine which interventions are most likely to be effective for a specific student. The function of ADHD-related behaviors will vary across individuals and settings. Therefore, an individualized approach to assessment and intervention design will be necessary to promote the school success of students with this disorder.

Additional information

Notes on contributors

George J. DuPaul

George J. DuPaul, PhD, is an Associate Professor in the School Psychology Program at Lehigh University. His research interests include disruptive behavior disorders, school-based interventions for students with AD/HD, and early intervention for young children with behavior disorders. He is an Associate Editor of School Psychology Review.

Tanya L. Eckert

Tanya L. Eckert, PhD, is an Assistant Professor of Psychology in the School Psychology Program at Syracuse University. Her teaching and research interests include alternative assessment procedures, the acceptability of assessment and intervention procedures, and school-based interventions.

Kara E. McGoey

Kara E. McGoey, MEd, is a doctoral student in the School Psychology Program at Lehigh University. Her research interests include assessment and intervention procedures for young children with disruptive behavior disorders including AD/HD.