Promoting Family and School Success for Children With ADHD

Strengthening Relationships While Building Skills

Datos Bibliográficos

ID4254768
AutoresJennifer A Mautone (0000-0002-2712-5255, Children's Hospital of Philadelphia), Elizabeth K Lefler (0000-0002-5399-4649, University of Northern Iowa), Thomas J Power (0000-0001-6651-4002, University of Pennsylvania)
Año2011
Volumen50
Número1
Páginas43-51
Fecha de publicación2011-01-03
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2010.534937
PMID22013285
PMCIDPMC3195402
OpenAlexW2011987451
IdiomaEN
Citas recibidas5
Referencias citadas15

Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not sufficient. The purpose of this article is to describe a family-school intervention for children with ADHD. In addition, program strategies and theoretical bases are discussed

Academic achievement · Developmental psychology · Intervention (counseling · Psychiatry · Psychological intervention · Psychosocial · Psychotherapist · Attention Deficit Hyperactivity Disorder · Family and Disability Support Research · Parental Involvement in Education · Psychology