SAGE Journals Online
Advertisement
Sign In to gain access to subscriptions and/or personal tools.

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Advertisement

Sign In to gain access to subscriptions and/or personal tools.
Journal of Attention Disorders
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Evans, S. W.
Right arrow Articles by Buvinger, E. C.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Evans, S. W.
Right arrow Articles by Buvinger, E. C.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Development of a School-Based Treatment Program for Middle School Youth With ADHD

Steven W. Evans

James Madison University, evanssw{at}jmu.edu

Joshua Langberg

James Madison University

Veronica Raggi

James Madison University

Jessica Allen

James Madison University

Elizabeth C. Buvinger

James Madison University

The authors conduct an evaluation of a middle school-based treatment program for youth with ADHD during early stages of treatment development. The studies focus on interpreting outcome trends in preliminary data and identifying assessment issues that will be important to consider when conducting a clinical trial. Parent reports indicate that the majority of students benefit from improvements in academic, social, and overall functioning. Although teachers report beneficial effects for the majority of the participants in the program, there is little agreement about individual students. Measurement problems are associated with understanding normal change during a school year, accounting for normal behavior changes in December and May, and considerable disagreement between teachers. Suggestions to guide future work in this area are provided.

Key Words: ADHD • treatment • school

Journal of Attention Disorders, Vol. 9, No. 1, 343-353 (2005)
DOI: 10.1177/1087054705279305
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 J Atten DisordHome page
H. Abikoff
ADHD Psychosocial Treatments: Generalization Reconsidered
J Atten Disord, November 1, 2009; 13(3): 207 - 210.
[PDF]

Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
J. Harrison, B. Thompson, and K. J. Vannest
Interpreting the Evidence for Effective Interventions to Increase the Academic Performance of Students With ADHD: Relevance of the Statistical Significance Controversy
Review of Educational Research, June 1, 2009; 79(2): 740 - 775.
[Abstract] [Full Text] [PDF]

Home page
 J Atten DisordHome page
B. S. G. Molina, K. Flory, O. G. Bukstein, A. R. Greiner, J. L. Baker, V. Krug, and S. W. Evans
Feasibility and Preliminary Efficacy of an After-School Program for Middle Schoolers With ADHD: A Randomized Trial in a Large Public Middle School
J Atten Disord, November 1, 2008; 12(3): 207 - 217.
[Abstract] [PDF]

Home page
 J Atten DisordHome page
P. Hampel, S. Manhal, T. Roos, and C. Desman
Interpersonal Coping Among Boys With ADHD
J Atten Disord, January 1, 2008; 11(4): 427 - 436.
[Abstract] [PDF]


Advertisement