Work

Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills

Year: 2011

Type: article

Abstract: 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.

Source: Theory Into Practice

DOI: 10.1080/00405841.2010.534937

Authors: Jennifer A. Mautone, Elizabeth K. Lefler, Thomas J. Power

Institutions: Children's Hospital of Philadelphia, University of Northern Iowa, University of Pennsylvania

Language: English

Topic: Attention Deficit Hyperactivity Disorder

Subfield: Psychiatry and Mental health

Field: Medicine

Domain: Health Sciences

SDG: Good health and well-being

Open Access status: bronze

Funders: Children's Hospital of Philadelphia, University of Pennsylvania, University of Northern Iowa, National Institute of Mental Health