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Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

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Title: Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors
Language: English
Authors: Shillingford-Butler, M. Ann, Theodore, Lea
Source: Professional School Counseling. 2013 16(4):235-244.
Availability: American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: asca@schoolcounselor.org; Web site: http://www.schoolcounselor.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Descriptors: Clinical Diagnosis, Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Intervention, Academic Achievement, Interpersonal Competence, School Counselors, Executive Function, Health, Classroom Techniques, Conceptual Tempo, Child Development, Etiology, Functional Behavioral Assessment
DOI: 10.5330/PSC.n.2013-16.235
ISSN: 1096-2409
Abstract: The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.
Abstractor: As Provided
Number of References: 56
Entry Date: 2014
Accession Number: EJ1034667
Database: ERIC
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  Data: Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors
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  Data: <searchLink fieldCode="SO" term="%22Professional+School+Counseling%22"><i>Professional School Counseling</i></searchLink>. 2013 16(4):235-244.
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  Data: American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: asca@schoolcounselor.org; Web site: http://www.schoolcounselor.org
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  Data: The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.
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  Data: 2014
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        StartPage: 235
    Subjects:
      – SubjectFull: Clinical Diagnosis
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      – SubjectFull: Attention Deficit Hyperactivity Disorder
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      – SubjectFull: Symptoms (Individual Disorders)
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      – SubjectFull: Intervention
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      – SubjectFull: School Counselors
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      – SubjectFull: Executive Function
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      – SubjectFull: Health
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Child Development
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      – SubjectFull: Etiology
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      – SubjectFull: Functional Behavioral Assessment
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