George Dupaul

Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals working with this population. Although a voluminous ADHD research literature is available to aid our understanding, studies specifically focused on school-based functioning, assessment, and intervention are underrepresented. The articles in this special topic section directly address this gap by examining (a) the role of contextual factors (e.g., culture, gender) in determining teacher referral, teacher perception of symptoms and impairment, and impact of symptoms on academic performance; (b) the reliability and validity of measures that can be used to conduct school-based screening, identification, and treatment design; and (c) the degree to ...

The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in read- ing and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined using structural equation mod- eling wherein student

The purpose of the present study was to examine (a) the teacher-reported prevalence of attention-deficit/hyperactivity disorder (ADHD) symptoms and associated impairment in a nationally representative sample of children and adolescents and (b) the degree to which prevalence varied as a function of student and teacher characteristics. Teacher-reported symptoms of ADHD based on Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) criteria and teacher-rated impairment were used to estimate prevalence using symptoms and impairment either alone or in combination, and to assess predictors of ADHD using a diverse, nationally representative sample (n = 2,140; 1,070 males, 1,070 females; 54.8% White, non-Hispanic) between 5 to 17 years old (M = 11.53; SD = 3.54). The combination of symptom and impairment ratings yielded the prevalence rate most consistent with prior epidemiological findings. Students' age, gender, racial, and special education status were signific...

Psychopharmacological treatments have been used with increased frequency to treat a variety of internalizing and externalizing disorders in children. Given the potential impact that medication has on children’s school performance, school psychologists should be involved in helping physicians and families make effective decisions by assisting with (a) diagnostic decision-making and determining the need for medication; (b) evaluating medication effects and

Attention-deficit/hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children; the American Academy of Pediatrics first published clinical recommendations for the diagnosis and evaluation of ADHD in children in 2000; recommendations for treatment followed in 2001.

Reviewed seven empirical studies that evaluated the maintenance and generalization of the effects of commercially available, social skills training programs. Explicit attempts to foster generalization met with at least mixed success in six out of seven studies. The combination of social skills training and alteration of consequences in the natural environment led to the most significant maintenance effects. Mixed generalization

This study examined the acceptability and effectiveness ratings of three psychosocial interventions for childhood depression among school psychologist practitioners. From a random sample of members from the 1996–1997 membership directory of the National Association of School Psychologists (NASP), a total of 228 respondents were presented with a description of one of three psychosocial treatments for childhood depression. They then completed

Students with attention???deficit hyperactivity disorder (ADHD) frequently underachieve academically and are at risk for poor scholastic outcome. This article reviews empirical studies that have reported the effects of academic interventions with this population. ...

... Michael Booher, Allison Cos-labile, Suzanne Cote, Ralph Daubert, Joanna Gabris, Vincent Glaub, Charlene Jennings, Daniel Martin, Mary Beth Noll, Nick ... analytic work conducted with samples from the United States (DuPaul, 1991; Lahey et al., 1988), Brazil (Brito, Pinto, & Lins ...

... Of those studies focusing exclusively on preschool-age children identified with ADHD, most examined whether methyl-phenidate produces significant changes in off-task behaviors, activity level, compli-ance, and parent-child interactions (Ales-sandri & Schramm, 1991; Barkley ...

The purpose of this study was to evaluate whether preschool children with attention-deficit/hyperactivity disorder predominantly hyperactive-impulsive type (ADHD-HI) and ADHD combined type (ADHD-C) have different levels of functional impairment in four domains: externalizing (oppositional and disruptive) behaviors, internalizing (anxious) behaviors, social skills, and preacademic functioning. The subjects were 102 children 3 to 5 years of age, meeting DSM-IV criteria for ADHD. Children with ADHD-C versus ADHD-HI were compared across at least two measures for each of the four functional domains. Oppositional and anxious behaviors were assessed on the Conners Parent and Teacher Rating Scales. In addition, off-task and disruptive behaviors were assessed by direct observation in the preschool setting. Social skills were assessed on the parent and teacher versions of the Social Skills Rating System and preacademic skills were assessed on the letter word identification, passage comprehension, and applied problems subtests of the Woodcock-Johnson III Tests of Achievement and the initial sound fluency subtest of the Dynamic Indicators of Basic Early Literacy Skills 5th Edition. There were no significant differences between the groups on rating scale T scores for parent-reported oppositional symptoms (ADHD-C vs ADHD-HI; 66.7 +/- 13.5 vs 65.7 +/- 11.7; p = .73); parent-reported anxious symptoms (53.5 +/- 11.1 vs 53.2 +/- 9.7; p = .90); teacher-reported oppositional symptoms (70.9 +/- 15.6 vs 75.5 +/- 14.7; p = .17); or teacher reported anxious symptoms (59.2 +/- 11.6 vs 58.5 +/- 12.2; p = .77). No statistically significant differences were found between the groups when examining off-task and/or disruptive behavior during structured and free play observations at school. No significant differences between the subtypes were found for social skills or preacademic functioning. Across the four areas of functioning assessed in this study, preschool children with ADHD-HI and those with ADHD-C demonstrated similar levels of functioning. This study, in combination with data from longitudinal studies demonstrating that most children with ADHD-HI are later diagnosed with ADHD-C, suggests that ADHD-HI may represent an earlier form of ADHD-C as opposed to a distinct subtype.

Children with attention deficit disorder with hyperactivity (ADD+H; N = 48) were compared with those without hyperactivity (ADD-H; N = 42), as well as with learning disabled and control children, on an extensive battery of interviews, behavior ratings, tests, and direct observations. ADD+H children had more externalizing and internalizing symptoms by parent and teacher report, were more off task during vigilance testing, and had more substance abuse, ADD+H, and aggression among their relatives than did the other groups. ADD-H children were more day-dreamy and lethargic by teacher report, more impaired in perceptual-motor speed, and had more anxiety disorders among their relatives than did ADD+H children. Results indicate that these 2 types of ADD may be separate, distinct childhood disorders rather than subtypes of a common attention deficit.

... Revised (HSQ-R) and School Situations Questionnaire-Revised (SSQ-R) com-pleted by parents and teachers, respectively, for a large sample of urban elementary school children. ... The HSQ-R and SSQ-R appear to have utility in the assessment of attention-de$cit ...

(from source) A meta-analysis examining effects of school-based interventions for children and adolescents with attention-deficit hyperactivity disorder (AD/HD) was undertaken with 63 outcome studies. Gives separate analysis for studies employing between-subject, within- ...