Volume 36, Issue 2 (2007)
School Interventions for Attention Deficit Hyperactivity Disorder: Where to From Here?
Russell A. Barkley
I am grateful to George J. DuPaul for the invitation to prepare a short commentary on some of the issues raised in the excellent articles contained in this special issue and to highlight other issues concerning future research into school-based assessment and management of attention deficit hyperactivity disorder (ADHD). Such invitations are an honor not to be taken lightly. But neither are they an excuse for merely lapsing into a form of scholarship akin to “hale fellow, well met” backslapping among old friends or long-standing research colleagues. There are some important issues requiring attention if the field is to make significant strides in this arena. A number of these issues have already been nicely raised in the introduction by DuPaul and in the articles themselves that need no further clarification (i.e., interventions for adolescents in the middle and high school grades, for preschool-age children, on dose–response studies of interventions, and on the appropriate targets of intervention, and so forth). Let me then focus on a few other issues of some relevance to school interventions for children and teens with ADHD.
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