ADHD In The Schools: Assessment And Intervention Strategies (Guilford School Practitioner Series) - Hardcover

George J. DuPaul.; Dupaul, George J.; Stoner, Gary

Hardcover

ISBN 10: 089862245X ISBN 13: 9780898622454

Publisher: Guilford Press, 1994

Synopsis

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

About this title

Review:

"This is an exceptionally well written, organized, and literate text. It deftly blends the available research and scientific knowledge with practical, clinical and educational applications. This text goes on the top of my list as recommended for community and school based professionals dealing with classroom consultation in regards to ADHD. Drs. DuPaul and Stoner should be congratulated on their exceptional work." --Sam Goldstein, Ph.D., Neurology Learning & Behavior Center "I would consider this book to be the most current treatise on ADHD and children. It is noteworthy because of its school-based focus and, as a consequence, it will be a valuable resource for school psychologists and educators. Particularly impressive is the excellent use of case study examples and the assessment model which addresses the most frequently asked questions and prescribes methods to address each of these. I also liked the fact that the book has a developmental perspective." --Steven Landau, Ph.D., Department of Psychology, Illinois State University "Dupaul and Stoner have produced an exceptionally perceptive account of the ADHD literature including symptoms, etiology, assessment, diagnosis, and treatment. The text is superior in relating assessment to interventions and in reviewing psychological and educational methods that produce positive outcomes. DuPaul and Stoner's review of ADHD should be required reading for support services personnel such as school psychologists, special educators, and counselors." --Daniel J. Reschly, Ph.D., Iowa State University "This book goes far beyond the typical "how to" manual for diagnosing and treating attention deficit disorders. All strategies are based on an up-to-date understanding of the disorders, the necessary complexity of the assessment process, and the realities of the school setting. The authors provide numerous examples of instruments, forms, and techniques, all rooted in current research findings.Probably the book's most outstanding feature is the chapter on classroom-based intervention strategies. Not only is this chapter exceptionally thorough with respect to strategies for preventing classroom difficulties, but by addressing the academic deficits that often accompany ADHD, this book goes beyond others that deal only with behavior management issues." --Ann J. Abramowitz, Ph.D., Emory University School of Medicine , .."another of the many excellent texts in the Guilford School Practitioner Series....The book is geared toward practitioners and contains practical suggestion and insightful discussions of practice-related issues as well as the latest research findings. Forms, coding sheets, and handouts are included in appendices and may be photocopied and used in one's practice. In addition to practitioners, university-based trainers will also benefit from this thorough, up-to-date resource that presents state-of-the-art, empirically supported assessment and intervention approaches for children and adolescents with ADHD....An excellent text on ADHD in the schools that is a must read for school-based practitioners and one that will serve as a thorough and insightful resource for any professional involved in the assessment and intervention for students with the disorder. The book is well organized and takes a no-nonsense approach to ADHD with empirically supported assessment and practices." --Journal of Psychoeducational Assessment 14: 2 "Nonspecialists will appreciate this book for its information, clarity, and conciseness. School-based practitioners will find it an invaluable comprehensive resource. Non-school-based practitioners will find this work a useful bridge between practice in and out of schools. Researchers will appreciate it for its rigor and throught-provoking ideas. Trainers of school psychologists will find this volume a useful resource for class lectures. The handouts, many of which are reproducible diagrams and charts, are well done and should prove useful to a variety of professionals. Each chapter leaves the reader wanting to continue to read, and thetotal product leaves the reader feeling highly informed. From the beginning, the authors convey the importance of this book, with content ranging from basic to sophisticated.... ADHD in the Schools is an excellent book that should be required reading for school psychologists. 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 "DuPaul and Stoner have written a brilliant book that should be required reading for psychologists, educators, and others who are involved in the treatment of children with ADD. Its balance between scholarly and practical discussion, and between individual and systemic applications, give it a depth and thoroughness rarely seen in clinical texts." --Child Therapy News .,."another of the many excellent texts in the Guilford School Practitioner Series....The book is geared toward practitioners and contains practical suggestion and insightful discussions of practice-related issues as well as the latest research findings. Forms, coding sheets, and handouts are included in appendices and may be photocopied and used in one's practice. In addition to practitioners, university-based trainers will also benefit from this thorough, up-to-date resource that presents state-of-the-art, empirically supported assessment and intervention approaches for children and adolescents with ADHD....An excellent text on ADHD in the schools that is a must read for school-based practitioners and one that will serve as a thorough and insightful resource for any professional involved in the assessment and intervention for students with the disorder. The book is well organized and takes a no-nonsense approach to ADHD with empirically supported assessment and practices." --Journal of Psychoeducational Assessment 14: 2 "Nonspecialists will appreciate this book for its information, clarity, and conciseness. School-based practitioners will find it an invaluable comprehensive resource. Non-school-based practitioners will find this work a useful bridge between practice in and out of schools. Researchers will appreciate it for its rigor and throught-provoking ideas. Trainers of school psychologists will find this volume a useful resource for class lectures. The handouts, many of which are reproducible diagrams and charts, are well done and should prove useful to a variety of professionals. Each chapter leaves the reader wanting to continue to read, and the total product leaves thereader feeling highly informed. From the beginning, the authors convey the importance of this book, with content ranging from basic to sophisticated...."ADHD in the Schools" is an excellent book that should be required reading for school psychologists. 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 "DuPaul and Stoner have written a brilliant book that should be required reading for psychologists, educators, and others who are involved in the treatment of children with ADD. Its balance between scholarly and practical discussion, and between individual and systemic applications, give it a depth and thoroughness rarely seen in clinical texts." --Child Therapy News ..."another of the many excellent texts in the Guilford School Practitioner Series....The book is geared toward practitioners and contains practical suggestion and insightful discussions of practice-related issues as well as the latest research findings. Forms, coding sheets, and handouts are included in appendices and may be photocopied and used in one's practice. In addition to practitioners, university-based trainers will also benefit from this thorough, up-to-date resource that presents state-of-the-art, empirically supported assessment and intervention approaches for children and adolescents with ADHD....An excellent text on ADHD in the schools that is a must read for school-based practitioners and one that will serve as a thorough and insightful resource for any professional involved in the assessment and intervention for students with the disorder. The book is well organized and takes a no-nonsense approach to ADHD with empirically supported assessment and practices." --Journal of Psychoeducational Assessment 14:2 "Nonspecialists will appreciate this book for its information, clarity, and conciseness. School-based practitioners will find it an invaluable comprehensive resource. Non-school-based practitioners will find this work a useful bridge between practice in and out of schools. Researchers will appreciate it for its rigor and throught-provoking ideas. Trainers of school psychologists will find this volume a useful resource for class lectures. The handouts, many of which are reproducible diagrams and charts, are well done and should prove useful to a variety of professionals. Each chapter leaves the reader wanting to continue to read, and the total product leaves thereader feeling highly informed. From the beginning, the authors convey the importance of this book, with content ranging from basic to sophisticated...."ADHD in the Schools" is an excellent book that should be required reading for school psychologists. 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 "DuPaul and Stoner have written a brilliant book that should be required reading for psychologists, educators, and others who are involved in the treatment of children with ADD. Its balance between scholarly and practical discussion, and between individual and systemic applications, give it a depth and thoroughness rarely seen in clinical texts." --Child Therapy News

About the Author:

George J. DuPaul, Ph.D., is an associate professor of school psychology at Lehigh University. He received his doctorate in school psychology from the University of Rhode Island in 1985. Prior to his appointment at Lehigh, he served on the faculty at the University of Massachusetts Medical Center. The author or coauthor of more than 40 journal articles and book chapters related to ADHD, Dr. DuPaul has extensive experience providing clinical and school-based services to children with Attention Deficit Hyperactivity Disorder (ADHD) and their families. Currently, he is investigating the use of peer-mediated and self-management interventions for ADHD in school settings.Gary Stoner, Ph.D., is an Associate Professor with the School Psychology Program in the Division of Special Education and Rehabilitation at the University of Oregon. Dr. Stoner earned his doctorate in Psychology with a specialization in School Psychology from the University of Rhode Island in 1986, after which he completed a one-year Postdoctoral Fellowship in applied behavior analysis, developmental disabilities, and behavioral pediatrics at the Kennedy Institute for Handicapped Children/Johns Hopkins University School of Medicine. He serves as a member of the editorial boards of the professional journals School Psychology Review, and School Psychology Quarterly. Dr. Stoner is engaged in ongoing research, professional training, and writing regarding the education of students with ADHD.

About this edition

• Publisher: Guilford Press
• Publication date: 1994
• ISBN 10: 089862245X
• ISBN 13: 9780898622454
• Binding: Hardcover
• Edition number: 1
• Number of pages: 269