School Psychology Review

Stimulant Treatment for Attention-Deficit/Hyperactivity Disorder: Medication Monitoring Practices of School Psychologists

David P. Gureasko-Moore, George J. DuPaul, Thomas J. Power

pp. 232-245

General Issue

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Abstract. Attention-Deficit/Hyperactivity Disorder (ADHD) is commonly treated with stimulant medications, and several models for school-based medication monitoring have been proposed. Nevertheless, there is a paucity of research examining the prevalence of medication monitoring. A survey examining the medication monitoring practices of school psychologists was sent to 700 potential participants,with a usable return rate of 64.7%. Nearly 55% of the respondents were involved in monitoring the effects of medications for students with ADHD, and a higher percentage indicated that medication monitoring is an important role for school psychologists. Teacher and parent rating forms and interviews, direct observation,and review of work samples were perceived as the most effective, acceptable,and feasible monitoring methods. These findings suggest that many school psychologists are engaged in medication monitoring and are willing to perform this role. Barriers and facilitators to medication monitoring in the schools are discussed.In addition, the implications for school-based medication monitoring are explored.