This highly regarded practitioner guide provides state-of-the-art tools for supporting the academic and behavioral success of K-12 students with attention-deficit/hyperactivity disorder (ADHD). The authors explain the learning and behavior difficulties associated with ADHD and describe screening and assessment procedures that facilitate data-based decision making. They show how to develop individualized intervention plans that integrate behavioral, academic, and social supports, in partnership with teachers and parents. Strategies for collaborating with physicians and monitoring students' medication response are also presented. Helpful reproducible forms and handouts can be downloaded and printed in a convenient 8˝" x 11" size.
New to This Edition:
• Reflects a decade's worth of research and clinical advances, plus the growth of multi-tiered service delivery models.
• Discusses changes in DSM-5.
• Separate chapter on interventions for middle and high school students, with new content on the transition to college.
• Updated medication information, case examples, and more.
Reviews and Endorsements:
“Represents the most up-to-date thought in how to deliver high-quality services to students struggling with ADHD in the schools.”
—Journal of Attention Disorders (on the second edition)
“In addition to practitioners, university-based trainers will also benefit from this thorough, up-to-date resource....A 'must read' for school-based practitioners and one that will serve as a thorough and insightful resource for any professional involved in assessment and intervention for students with the disorder.”
—Journal of Psychoeducational Assessment (on the first edition)
“Each chapter leaves the reader wanting to continue to read, and the total product leaves the reader feeling highly informed....Practitioners at every level of expertise—beginning to advanced—will learn from this work. It is well written, scholarly, and concise. It will broaden the knowledge base and competencies of practitioners and researchers and will inform anyone wishing to learn about ADHD.”
—Contemporary Psychology (on the first edition)
“DuPaul and Stoner have once again produced a significant, 'must-read' volume. Recognizing ADHD as complex neurocognitive disorder, the authors eloquently describe the importance of early screening and assessment for informing individualized supports, accommodations, and evidence-based interventions. The volume includes excellent case examples, highly useful strategies for communication and collaboration with other professionals and parents, and resources such as referral letters and relevant websites. Highly recommended.”
—Linda A. Reddy, PhD, School Psychology Doctoral Program, Rutgers, The State University of New Jersey
“An exceptional resource for health care professionals and educators and an ideal text for graduate-level psychology and education courses. The third edition has been fully updated and expanded with the latest research, including advances in school-based screening and assessment, academic and behavioral interventions, promoting school-home collaboration, and medication management. Across all topics, state-of-the-art research findings are translated into clear, usable practices highlighted by pertinent case examples and ready-to-use tools and tips. This should be the standard guidebook for ADHD services in schools across the country.”
—Linda Pfiffner, PhD, Department of Psychiatry, University of California, San Francisco
About the Authors:
George J. DuPaul, PhD, is Professor of School Psychology at Lehigh University. He is a Fellow of Divisions 16 (School Psychology), 53 (Clinical Child and Adolescent Psychology), and 54 (Pediatric Psychology) of the American Psychological Association (APA) and is past president of the Society for the Study of School Psychology. He is a recipient of the APA Division 16 Senior Scientist Award and was named to the Children and Adults with ADHD Hall of Fame. Dr. DuPaul's primary research interests are school-based assessment and treatment of disruptive behavior disorders, pediatric school psychology, and assessment and treatment of college students with ADHD. His publications include over 190 journal articles and book chapters on assessment and treatment of ADHD, as well as the coauthored ADHD Rating Scale- IV.
Gary Stoner, PhD, is Professor in the Department of Psychology at the University of Rhode Island and Director of the Graduate Programs in School Psychology. He is a Fellow of the APA, past president of APA Division 16, and a member of the Society for the Study of School Psychology. Dr. Stoner’s research interests include prevention and intervention with achievement and behavior problems, early school success, parent and teacher support, and professional issues in school psychology. He is past chair of the APA's Interdivisional Coalition for Psychology in Schools and Education and currently serves on the APA Commission on Accreditation.