Making Sense of Attention Deficit/Hyperactivity Disorder

By Carol R. Lensch | Go to book overview
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5
Studies on Interventions for Attention Deficit/Hyperactivity Disorder

It is not because things are difficult that we do not dare to attempt them, but they are difficult because we do not dare to do so.

-- Seneca

The treatment of Attention Deficit/Hyperactivity Disorder (AD/HD) is a process, not a product. There is more involved in how teachers approach meeting the needs of children with AD/HD than just which interventions are used. The effectiveness of a particular technique will vary according to its appropriateness for a particular student ( Baumgaertel, Copeland, & Wolraich, 1996). What might work with one person might not work with another. Therefore, a fundamental understanding of the variety of ways in which the disorder may present itself in an individual is crucial to the successful implementation of strategies ( Baumgaertel, Copeland, & Wolraich, 1996).

Due to the multifaceted nature of AD/HD, it may be necessary to use multiple treatments (Goldstein & Goldstein, 1990). For example, stimulant medication has been reported to be effective in controlling hyperactivity in many individuals, but long-term academic gains are not unanimously supported by research ( Armstrong, 1995; Barkley, 1990; Goldstein, 1997). Research does not support the misconception that medication is the only effective treatment for AD/HD. There seems to be some agreement (even among strong advocates for the use of medication) that this should not be the only intervention used for individuals with AD/HD ( Armstrong, 1995; Barkley, 1990, 1997; Phelan, 1993; Physicians' Desk Reference, 1995). A combination of procedures across settings may be the most logical ap

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