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ADHD in the Schools, Second Edition: Assessment and Intervention Strategies Paperback – Sep 21 2004

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Product details

  • Paperback: 330 pages
  • Publisher: The Guilford Press; Second Edition edition (Sept. 21 2004)
  • Language: English
  • ISBN-10: 1593850891
  • ISBN-13: 978-1593850890
  • Product Dimensions: 14 x 2 x 21.6 cm
  • Shipping Weight: 431 g
  • Average Customer Review: Be the first to review this item
  • Amazon Bestsellers Rank: #2,181,616 in Books (See Top 100 in Books)
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Product description


"Highly readable and comprehensive....Reflects a scientist-practitioner model and multimethod approach to ADHD assessment and intervention in the schools. Each chapter has been updated and expanded to reflect current research, and the book contains an extensive literature review. The illustrative case examples and reproducible forms, checklists, and handouts add to the practical nature of this text. Highly readable and comprehensive, this second edition will be the standard for those working with students with ADHD or planning wide-scale intervention programs. Because of the breadth and depth of its coverage, the book will be particularly useful for school psychologists, social workers, counselors, nurses, and administrators, as well as for general and special education teachers. Additionally, the book will be widely used as a text in upper-level undergraduate- and graduate-level courses addressing special topics and issues in the schools and child and adolescent psychopathology, and in graduate-level practica in school psychology, social work, and counseling."--Howard W. Atlas, EdD, NCSP, Director of Pupil Personnel Services, Waukegan (IL) Public Schools

"This book is a 'must'! DuPaul and Stoner have done a masterful job....The volume is packed with clear, readable advice about everything from causes to interventions. I am particularly impressed with the authors' careful delineation of the connections between ADHD and learning difficulties, in a chapter that speaks to the need for careful differential diagnosis. Also, for those of us who are always searching for appropriate interventions, the authors provide many for use in school and at home. I would like to see this book used as a text in school psychology programs across the country."--Margaret Suby, CAGS, Certified School Psychologist, Learning Disabilities Specialist, Simmons College

"This practical book will be equally useful as a guide for seasoned practitioners and a graduate-level text. Among the second edition's many strengths are its multi-tiered approach to assessment; the clear linkage it establishes between assessment and intervention; and its coverage of proactive intervention strategies, such as the use of functional behavioral assessment and environmental modifications. Also of particular value is the updated discussion of medication, including efficacy rates with different populations and frank discussion of side effects. As a psychologist in a clinic specializing in learning and attention disorders, I am very often queried by parents on appropriate treatment methodologies, particularly around medication issues. This book gives me up-to-date answers to most of the pointed questions I am asked. For this reason alone, it is an invaluable resource."--Peg Dawson, EdD, Center for Learning and Attention Disorders, Portsmouth, New Hampshire

"DuPaul and Stoner offer a wide-ranging, thoughtful review of the major issues confronting school professionals in understanding and treating children and adolescents with ADHD. The information imparted in this excellent text, by two respected researchers and educators, provides a valuable source of information that parents, clinicians, and teachers trying to help these students can ill afford to be without. It represents the most up-to-date thought in how to deliver high quality services to students struggling with ADHD in the schools."
(Journal of Attention Disorders 2004-09-23)

About the Author

George J. DuPaul, PhD, is Professor and Coordinator of School Psychology at Lehigh University.

Gary Stoner, PhD, is Professor and Director of the School Psychology Program at the University of Massachusetts, Amherst.

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