Interventions for students with attention-deficit/hyperactivity disorder: One size does not fit all

George J. DuPaul, Tanya L. Eckert, Kara E. McGoey

Research output: Contribution to journalArticle

45 Scopus citations

Abstract

The following myths about the treatment of ADHD are dispelled: (a) ADHD has a presumed neurobiological basis; therefore, it can be treated only with medication; (b) all children with ADHD must be treated with contingency management procedures; (c) children with ADHD do not perform well under partial reinforcement schedules; (d) self-instruction training is an effective intervention for ADHD; and (e) all students with ADHD must receive special education services. Functional assessment is then discussed as a way to determine which interventions are most likely to be effective for a specific student. The function of ADHD-related behaviors will vary across individuals and settings. Therefore, an individualized approach to assessment and intervention design will be necessary to promote the school success of students with this disorder.

Original languageEnglish (US)
Pages (from-to)369-381
Number of pages13
JournalSchool Psychology Review
Volume26
Issue number3
StatePublished - Dec 1 1997

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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