Abstract
Attention-deficit/hyperactivity disorder (ADHD) is a chronic childhood disorder with impairment experienced early in childhood
and persisting though adolescence. Due to the chronic nature of the disorder and the associated functional problems that manifest
in the school setting, school mental health practitioners are in an optimal position to facilitate and implement evidence-based
interventions to support students with ADHD as they transition through school. This article serves as introduction to the
special issue and a commentary on a collection of papers that illustrate how school mental health approaches for ADHD may
be conceptualized and applied throughout an academic career. We discuss several issues that emerge from these studies, including
research approaches that narrow the gap between research and practice, the importance of interventions that develop competencies
across multiple domains of student functioning, the role of school mental health within a multi-modal intervention context,
and the policy implications of the findings within this collection of articles. The relationship between the articles in the
special issue and these parameters of school mental health interventions for ADHD are discussed, and future directions for
this field are suggested.
and persisting though adolescence. Due to the chronic nature of the disorder and the associated functional problems that manifest
in the school setting, school mental health practitioners are in an optimal position to facilitate and implement evidence-based
interventions to support students with ADHD as they transition through school. This article serves as introduction to the
special issue and a commentary on a collection of papers that illustrate how school mental health approaches for ADHD may
be conceptualized and applied throughout an academic career. We discuss several issues that emerge from these studies, including
research approaches that narrow the gap between research and practice, the importance of interventions that develop competencies
across multiple domains of student functioning, the role of school mental health within a multi-modal intervention context,
and the policy implications of the findings within this collection of articles. The relationship between the articles in the
special issue and these parameters of school mental health interventions for ADHD are discussed, and future directions for
this field are suggested.
- Content Type Journal Article
- Pages 1-6
- DOI 10.1007/s12310-011-9061-x
- Authors
- Julie Sarno Owens, Department of Psychology, Ohio University, Porter Hall 200, Athens, OH 45701, USA
- Gregory A. Fabiano, Department of Counseling, School, and Educational Psychology, University at Buffalo, SUNY, 334 Diefendorf, Buffalo, NY 14214, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625