Volume 26, Issue 3 (1997)
Interventions for Students With Attention-Deficit/Hyperactivity Disorder: One Size Does Not Fit All
George J. DuPaul, Tanya L. Eckert, Kara E. McGoey
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.
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