Interventions for ADHD: Treatment in Developmental Context

Front Cover
Guilford Press, 2000 - Psychology - 378 pages
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This important volume takes a lifespan perspective on ADHD, enabling c linicians to develop effective and appropriate interventions for presc hoolers, school-age children, adolescents, and adults. Teeter incorpor ates current findings on the genetic and neurodevelopmental bases of A DHD and the environmental conditions that exacerbate its effects. For each age group, normative developmental challenges are reviewed; the i mpact of ADHD on cognitive, psychosocial, academic, and behavioral fun ctioning is explored; and a wide range of intervention approaches are described and evaluated. Integrating medical, psychological, education al, and family perspectives, the volume is designed for optimal ease o f use. Included are numerous clearly presented charts and practical su ggestions for assessment and treatment.
  

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Contents

Introduction to AttentionDeficitHyperactivity Disorder
1
Characteristics and Core Features of ADHD
2
Incidence Rates for ADHD
3
Theoretical Models of ADHD
5
Considerations for Designing Intervention Programs
19
An Overview of the Developmental Course of ADHD
21
An Overview of Subsequent Chapters
22
Etiology and Associated Features of ADHD A Transactional Neurodevelopmental Model
25
Classroom and Educational Internventions
159
Academic and Learning Strategies
170
Promising ClassroomLevel Interventions
174
Promising Education Practices
181
Social Skills Training
183
Psychopharmacological Interventions
184
Combined Interventions
197
Summary
200

The Biogenetic Basis of ADHD
27
Proposed Neurodevelopmental Substrates of ADHD
28
TRANSACTIONAL MODEL FOR THE STUDY OF ADHDTransactional Model for the Study of ADHD
38
CognitiveIntellectual and Academic Problems
39
Psychological Social and Family Correlates of ADHD
45
Further Evidence for a Transactional Model of ADHD
52
Summary
53
Developmental Challenges of the ToddlerPreschool Stage The Impact of ADHD on Normal Development
55
Attentional Hyperactivity and Impulsivity Deficits in the ToddlerPreschool Stage
74
The Impact of Attentional Hyperactivity and Impulsivity Deficits on Adjustment in the ToddlerPreschool Stage
75
Implications for Assessment of ADHD in the ToddlerPreschool Stage
82
Summary
83
Intervention Strategies and Therapeutic Techniques for the ToddlerPreschool Stage
84
Parent and Family Interventions
85
Prevention of and Intervention in Disruptive Externalized Disorders of Childhood
95
Behavioral Academic and Social Interventions in the Preschool and Childcare Setting
96
Psychopharmacological Interventions
107
Summary
109
Developmental Challenges of the Middle Childhood Stage The Impact of ADHD on Normal Development
110
Developmental Challenges of Middle Childhood
111
The Impact of ADHD on Adjustment in Middle Childhood
133
Summary
149
Intervention Strategies and Techniques for the Middle Childhood Stage
150
Treatment Goals for Middle Childhood
152
Developmental Challenges of the Adolescent Stage The Impact of ADHD on Normal Development
201
Normal Developmental Challenges
202
Effects of ADHD in the Adolescent Stage
225
ADHD with Other Disorders of Adolescence
235
Summary
237
Intervention Strategies and Techniques for the Adolescent Stage
239
Research on Empirically Based Interventions
240
Promising Intervention Techniques
250
Promising Practices
259
Career Planning
269
Individual and Group Psychotherapy
270
Predicting and Preventing Problems in Adolescents with ADHD
273
Summary
275
Developmental Challenges of Adulthood The Impact of ADHD on Normal Development and Intervention Options
276
Normal Developmental Challenges of Adulthood
277
The Impact of ADHD on Adult Development
283
Treatment and interventions for Adults with ADHD
298
Summary
319
Future Research Trends
320
Neuroimaging Studies
321
Causal Models of ADHD
323
References
325
Index
369
Copyright

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Page 325 - Abikoff, H. (1991). Cognitive training in ADHD children: Less to it than meets the eye.

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About the author (2000)

Phyllis Anne Teeter, EdD, is Professor of Educational Psychology at the University of Wisconsin-Milwaukee. She is the coauthor of Child Neuropsychology: Assessment and Intervention for Neurodevelopmental Disorders and has written numerous book chapters and articles on ADHD. As the cochair of the Committee on Women in School Psychology, Division 16 of the American Psychological Association, Dr. Teeter is presently examining psychosocial issues that promote the well-being of girls and women.

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