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Treatment

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Identifying, Assessing, and Treating ADHD at School

Part of the book series: Developmental Psychopathology at School ((DPS))

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Few clinical issues have been more hotly contested than the treatment of ADHD, particularly the relative value of medication versus behavioral/psychosocial treatments (DuPaul & Power, 2008; Toplak, Connors, Shuster, Knezevic, & Parks, 2008; Wauschbusch & Hill, 2003). Treatment decisions are often complicated by biases reflecting media coverage of diagnostic and treatment controversies, cultural background, previous experiences or anecdotal stories from family and friends as well as school personnel. Fortunately, there is a body of well-designed, longitudinal data on which to base treatment decisions and discussions with families (American Adademy of Child and Adolescent Psychiatry [AACAP] Practice Review, 2007; Toplak et al., 2008). The empirical evidence base for effective treatment of ADHD is one of the strongest for any chronic or mental health disorder. Effective treatment is most often multi-modal, including medical, behavioral, and educational strategies.

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Notes

  1. 1.

    Copyright 2004 by National Association of School Psychologists. Bethesda, MD. Adapted with permission of the publisher http://www.nasponline.org.

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Authors and Affiliations

  1. Department of Special Education, Rehabilitation School Psychology and Deaf Studies, California State University, Sacramento, 6000 J Street, 95819-6079, Sacramento, CA, USA

    Stephen E. Brock

  2. Gevirtz Graduate School of Education, University of California, Santa Barbara, 2208 Phelps Hall, 93106-9490, Santa Barbara, CA, USA

    Shane R. Jimerson

  3. University of California at Davis, M.I.N.D. Institute, 2825 50th Street, 95817, Sacramento, CA, USA

    Robin L. Hansen

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  1. Stephen E. Brock
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Correspondence to Stephen E. Brock .

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Brock, S.E., Jimerson, S.R., Hansen, R.L. (2009). Treatment. 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_7

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