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01-06-2006 | Uitgave 2/2006

Clinical Child and Family Psychology Review 2/2006

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

Tijdschrift:
Clinical Child and Family Psychology Review > Uitgave 2/2006
Auteurs:
Veronica L. Raggi, Andrea M. Chronis

Abstract

There exists a strong link between ADHD and academic underachievement. Both the core behavioral symptoms of ADHD and associated executive functioning deficits likely contribute to academic impairment. Current evidence-based approaches to the treatment of ADHD (i.e., stimulant medication, clinical behavior therapy and classroom behavioral interventions) have demonstrated a robust impact on behavioral variables such as attention and disruptive behavior within classroom analogue settings; however, their efficacy in improving academic outcomes is much less clear. Although surprisingly few treatment outcome studies of ADHD have attempted to incorporate interventions that specifically target academic outcomes, the studies that are available suggest that these interventions may be beneficial. The state of the treatment literature for addressing academic impairment in children and adolescents with ADHD will be reviewed herein, as well as limitations of current research, and directions for future research.

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