Making Sense of Attention Deficit/Hyperactivity Disorder

Making Sense of Attention Deficit/Hyperactivity Disorder

Making Sense of Attention Deficit/Hyperactivity Disorder

Making Sense of Attention Deficit/Hyperactivity Disorder


Lensch reviews traditional and current research in order to help educators deal with the ever-increasing challenges of Attention Deficit/Hyperactivity Disorder (AD/HD). Through the development of a basic understanding of the cause(s), diagnosis, co-occurring disorders, and interventions, educators will be able to deal more effectively with students with AD/HD and to communicate better with other professionals and parents.


In recent years there has been a notable increase in the number of students being identified with Attention Deficit/Hyperactivity Disorder (AD/HD) in American schools. Although there is a tremendous amount of research being done in the area of AD/HD, parents, educators, and individuals with AD/HD are ill equipped to deal with the demands of the disorder. Only through extensive research and a better understanding of what AD/HD is can we expect to develop more effective means of dealing with AD/HD on a daily basis at home and in school.

The primary purpose of Making Sense of Attention Deficit/Hyperactivity Disorder is to bridge the gap between research knowledge and the knowledge in use by educators on AD/HD. The book is a review and interpretation of selected studies on the causes, co-occurrence with other disorders, diagnosis, and treatments of AD/HD. It provides the reader with the opportunity to gain an understanding of AD/HD for making mindful, informed decisions on approaches best suited to meet the challenges presented by this disorder.

Chapter 1 provides an overview of the book, as well as my purpose in writing the book. Five misconceptions are identified and refuted by research presented in Chapters 2 through 5. The findings of these studies lend support to: (1) a genetic and environmental basis for AD/HD; (2) a comorbid and heterogeneous nature to the disorder; (3) a need for educators to approach AD/HD from an educational perspective; (4) the need to consider a variety of interventions in addition to medication for the treatment of AD/HD; and (5) the unique response to interventions by individuals with AD/HD.

In conclusion, educators are seeking information on this disorder because . . .

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