Attention-Deficit/Hyperactivity Disorder (ADHD) is the diagnostic category currently used to describe individuals with clinically significant problems with inattention and/or hyperactivity and impulsivity (American Psychiatric Association [APA], 2000). From data provided by the 2003 National Survey of Children’s Health (Visser & Lesense, 2005) it has been estimated that 7.8% of children age 4–17 years (or about two students in every kindergarten through 12th grade classroom) have at some point in their lives been diagnosed with ADHD. When this high prevalence is combined with the fact that ADHD is typically associated with school adjustment difficulties, it is not surprising to find that school psychologists annually receive an average of 17 referrals for ADHD assessment (Demaray, Schaefer, & Delong, 2003) and that 27% of children receiving special education assistance are reported by their parents to have this disorder (U.S. Department of Education, 2003; Wagner & Blackorby, 2004)
Keywords
- Special Education
- School Professional
- Attention Deficit Disorder
- Specific Learning Disability
- General Education Classroom
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Brock, S.E., Jimerson, S.R., Hansen, R.L. (2009). Introduction. In: Identifying, Assessing, and Treating ADHD at School. Developmental Psychopathology at School. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0501-7_1
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