Universität zu Köln

Richard, Stefanie, Eichelberger, Ilka, Doepfner, Manfred and Hanisch, Charlotte (2015). School-Based Interventions for ADHD and Attention Problems: A Review. Z. Padagog. Psychol., 29 (1). S. 5 - 19. BERN 9: VERLAG HANS HUBER. ISSN 1664-2910

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Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) or related subclinical attention problems are often impaired in their school performance. These problems represent a great challenge for teachers. The implementation of the United Nations (UN) Convention on the Rights of Persons with Disabilities and the following right of inclusion for each person results in a greater need for effective strategies dealing with behavior problems in general education settings. This article presents an overview of evaluated prevention and intervention strategies, which are class-, teacher-and student-oriented. Current research for prevention and intervention in schools mostly provides single case studies, which makes a generalization of the results difficult. In regard of the quality of the studies only interdependent group-oriented contingency management procedures are evidence-based methods (class-oriented). Methodological issues and future directions will be discussed.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Richard, Stefanie UNSPECIFIED UNSPECIFIED UNSPECIFIED Eichelberger, Ilka UNSPECIFIED UNSPECIFIED UNSPECIFIED Doepfner, Manfred UNSPECIFIED UNSPECIFIED UNSPECIFIED Hanisch, Charlotte UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-417803
DOI:	10.1024/1010-0652/a000141
Journal or Publication Title:	Z. Padagog. Psychol.
Volume:	29
Number:	1
Page Range:	S. 5 - 19
Date:	2015
Publisher:	VERLAG HANS HUBER
Place of Publication:	BERN 9
ISSN:	1664-2910
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Heilpädagogik und Rehabilitation
Subjects:	Psychology
Uncontrolled Keywords:	Keywords Language DEFICIT HYPERACTIVITY DISORDER; CLASSROOM-BEHAVIOR; SELF-MANAGEMENT; DEFICIT/HYPERACTIVITY DISORDER; PSYCHOSOCIAL TREATMENTS; CHILDRENS REQUESTS; TEACHER ATTENTION; GROUP CONTINGENCY; STRATEGIES; EDUCATION Multiple languages Psychology, Educational Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/41780