Attention Deficit Hyperactivity Disorder

  • Arthur D. Anastopoulos
  • Lisa M. DeGrass
Reference work entry


This chapter addresses competencies that are important for clinicians to have in order to work effectively and ethically with child and adolescent AD/HD populations. As background, this chapter begins with a brief review of the primary symptoms of AD/HD, its associated features, and the factors thought to cause and/or maintain AD/HD across the lifespan. Next, evidence-based treatment approaches and the conceptual mechanisms by which therapeutic change presumably occurs are discussed. Against this background, competencies for beginning clinicians, as well as competencies for more advanced clinicians, are presented. Distinctions between beginning and expert clinicians are made along several dimensions, including: clinician knowledge of AD/HD as a disorder; the degree to which clinicians adhere to field-accepted criteria for AD/HD; clinician selection and use of assessment procedures; the manner in which the developmental deviance of AD/HD symptoms is addressed; the attentiveness of clinicians to comorbidity and diversity issues; clinician awareness of the fact that they are likely to be treating problems presented not only by the child with AD/HD but also his or her family; clinician recognition of and commitment to a multimodal treatment approach. The path from being a clinician with basic competencies to one with more advanced competencies requires not only experience but also an ongoing commitment to excellence and self-improvement, which serves as motivation for seeking out new and better ways of conducting assessments and providing treatment services.


Family Functioning Assessment Procedure Expert Clinician Behavioral Inhibition Parent Training 
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Copyright information

© Springer Science+Business Media LLC 2010

Authors and Affiliations

  • Arthur D. Anastopoulos
    • 1
  • Lisa M. DeGrass
    • 1
  1. 1.University of North Carolina at GreensboroGreensboroUSA

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