Interventions for High School Students With Attention-Deficit/Hyperactivity Disorder: Considerations for Future Directions

Abstract.

Attention-deficit/hyperactivity disorder is now widely conceptualized as a life course–persistent disorder, present from early childhood, and it results in pronounced impairment in functioning within educational settings, including high school. Current intervention approaches are briefly reviewed, and an approach to framing interventions within a developmental model are discussed. Treatment parameters in need of future study include treatment intensity, strategies for training in adaptive skills and reducing impairment, and the inclusion of multiple adults within intervention efforts.

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Notes on contributors

Gregory A. Fabiano

Gregory A. Fabiano, Ph.D. is an associate professor of Counseling, School, and Educational Psychology in the Graduate School of Education at the University at Buffalo. His interests are in the area of evidence-based assessments and treatments for children with ADHD. He is author or co-author on over 50 peer-reviewed publications and book chapters. Dr. Fabiano's work has been funded by the Administration for Children and Families, National Institutes of Health, and the Department of Education.