DuPaul, G. J., Weyandt, L. L., &Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice , 50 (1), 35-42.
DuPaul, Weyandt&Janusis (2011) outlines that the attention deficit hyperactivity disorder (ADHD) is mostly characterized by inappropriate development and pervasive difficulties with regard to impulsivity, attention, and hyperactivity. In this regard, it has been emphasized that the symptoms of ADHD usually causes impairments at both home and school given that they are associated with behavior difficulties such as noncompliance and aggression. DuPaul, Weyandt&Janusis (2011) maintains that children with ADHD have the high likelihood of being rejected socially. Such children may also encounter lots of difficulties when interacting with their peers.
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Silverstein et al., (2015). Collaborative care for children with ADHD symptoms: a randomized comparative effectiveness trial. Pediatrics , peds-2014.
Silverstein et al. (2015) argue that even though many care models for ADHD have been studied, there has been a limited demonstration of the needed improvement on the basis of individual-level symptoms. Therefore, Silverstein et al. (2015) have sought to establish whether complementation of the basic collaborative is with the necessary interventions can be used in addressing symptom persistence for the purpose of improving outcomes among children with impulsivity or hyperactivity. In this case, the conducted research by Silverstein et al. (2015) has established that addressing the key barriers to the engagement with care among the children with ADHD as well as challenging their respective behaviors has the likelihood of improving the effectiveness of the implemented collaborative care. The authors have addressed this in consideration that ADHD affects an estimated 12% of the school-aged children in the United States.
DuPaul et al. (2018). Promoting Parent Engagement in Behavioral Intervention for Young Children With ADHD: Iterative Treatment Development. Topics in Early Childhood Special Education , 38 (1), 42-53.
DuPaul et al. (2018) argue that behavioral parent training (BPT) is one of the most effective psychosocial interventions that can be undertaken for the case of children with ADHD symptoms. However, DuPaul et al. (2018) are concerned that the potential benefits when such intervention is undertaken can be hindered by aspects such as low session attendance, limited accessibility, and the poor implementation of the appropriate and prescribed strategies. This explains the reason as to why only a few families having children with ADHD usually receive BPT. Despite this, DuPaul et al. (2018) have outlined innovative approaches that can be implemented for reducing the existing barriers to the access of BPT.
Plueck et al., (2015). Effectiveness of a teacher-based indicated prevention program for preschool children with externalizing problem behavior. Prevention Science , 16 (2), 233-241.
Plueck et al. (2015) maintain that there is a need for early prevention and intervention for children with ADHD. However, the analyzed multilevel modeling by Plueck et al. (2015) shows that despite the reduced ADHD score among children during the waiting period, there is usually a significant decrease in the child problem behavior scores during the treatment period. Therefore, this indicates that teacher-based interventions for ADHD children are necessary for their improvement.
Caye, A., Swanson, J. M., Coghill, D., & Rohde, L. A. (2018). Treatment strategies for ADHD: an evidence-based guide to select optimal treatment. Molecular psychiatry , 1.
Caye, Swanson, Coghill& Rohde (2018) maintains that ADHD is a common impairing disorder rampant among both children, adults, and adolescents. However, Caye, Swanson, Coghill& Rohde (2018) acknowledges that various treatment strategies can be implemented to ameliorate its symptoms. This can be undertaken in terms of dietary and even pharmacological interventions. In their article, Caye, Swanson, Coghill& Rohde (2018) have outlined an evidence-based appraisal on the treatment options for ADHD. This has been supplemented by plausible expert opinions on the selection of appropriate treatment options for children with ADHD.
References
Caye, A., Swanson, J. M., Coghill, D., & Rohde, L. A. (2018). Treatment strategies for ADHD: an evidence-based guide to select optimal treatment. Molecular psychiatry , 1.
DuPaul et al. (2018). Promoting Parent Engagement in Behavioral Intervention for Young Children With ADHD: Iterative Treatment Development. Topics in Early Childhood Special Education , 38 (1), 42-53.
DuPaul, G. J., Weyandt, L. L., &Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice , 50 (1), 35-42.
Plueck et al., (2015). Effectiveness of a teacher-based indicated prevention program for preschool children with externalizing problem behavior. Prevention Science , 16 (2), 233-241.
Silverstein et al., (2015). Collaborative care for children with ADHD symptoms: a randomized comparative effectiveness trial. Pediatrics , peds-2014.
