心理干预
注意缺陷多动障碍
心理学
社交技能
心理健康
临床心理学
医学教育
医学
精神科
作者
George J. DuPaul,Matthew J. Gormley,Molly Daffner-Deming
标识
DOI:10.1016/j.chc.2021.08.003
摘要
Children with attention-deficit/hyperactivity disorder experience significant academic, social, and behavioral impairments in elementary school settings. Although psychopharmacologic treatments can improve symptomatic behaviors, these rarely are sufficient for enhancing school performance. Thus, medication should be supplemented by one or more school interventions, including behavioral strategies, academic interventions, behavioral peer interventions, organizational skills training, and self-regulation strategies. Although all of these school interventions have been found effective, classroom behavioral strategies, organizational skills training, and self-regulation strategies have the strongest empirical support. Clinicians should collaborate with school mental health professionals to encourage implementation of effective school interventions across school years.
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