Volume 36, Issue 2 (2007)
The Ideal Versus the Feasible When Designing Interventions for Students With Attention Deficit Hyperactivity Disorder
Margaret M. Dawson
As a practitioner who has worked with youngsters with attention deficit hyperactivity disorder (ADHD) for the past 30 years, the first half spent in the public schools and the second half in a clinic setting, I have done my best to stay current with the research literature on ADHD, particularly intervention research. I have tremendous respect for the work of the authors of the articles in the current issue of School Psychology Review. I know when I read their work, they are writing about the kinds of problems I encounter in my practice, the research is creative and impeccably implemented, and the findings persuasive. They have moved the field forward. As a practitioner, though, I value their work, not just for this, but because, when parents ask me “What can help my child?” I can answer with confidence, knowing there is solid research to back up my answers.
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