Volume 20, Issue 2 (1991)
Attention-Deficit Hyperactivity Disorder: A Psychoeducational Paradigm
Phyllis Anne Teeter
Abstract; There is growing controversy over the issue of whether ADHD constitutes a handicapping condition and whether children with this disorder require exceptional education placement. Specific guidelines are presented in an effort to identify children with ADHD who are most likely to require special services.The guidelines suggest that severe and pervasive symptoms should be present;when symptoms are judged to be moderate, they should interfere with the academic and/or socioemotional functioning of the child, symptoms should occur at a higher than normal rate when compared to age peers with a similar mental age; and, symptoms should be resistant to modification using medication, behavior management, and other academic interventions. The article addresses the question of whether children with ADHD should be classified as learning disabled or emotionally disturbed. Children with ADHD symptoms may also have a coexisting learning disability, but ADHD is not a learning disability. When severe ADHD symptoms significantly interfere with social and emotional functioning, a behavioral disturbance may be documented. A consultation-intervention plan is presented for meeting the needs of children with ADHD in the regular or exceptional education classroom.
NASP Members Log in
to download article.