Identifying, Assessing, and Treating ADHD at School - Brock, Stephen E.;Jimerson, Shane R.;Hansen, Robin L.
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ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD.
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Produktbeschreibung
ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD.

Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals:

Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD.

Identifies the prevalence, influences, and associated conditions.

Provides a review of screening, referral, and diagnostic assessment processes.

Offers guidance on conducting psychoeducational assessments.

Reviews evidence-based treatments.

Offers practical guidance on setting up programs that address individual and classroom issues.

School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.
Autorenporträt
Shelley R. Hart, Ph.D., is currently a postdoctoral fellow at Johns Hopkins University in the Psychiatric Epidemiology Training Program, Department of Mental Health, Bloomberg School of Public Health.  Her research at Hopkins has focused on individuals with emotional and behavioral challenges, specifically those with bipolar disorder or with suicidal thoughts and behaviors. Her academic preparation consists of undergraduate and graduate degrees in Psychology, with a Master of the Arts in Education from the California State University, Sacramento (school psychology credential) followed by a doctorate from the University of California, Santa Barbara in the Department of Counseling, Clinical and School Psychology. Prior to her graduate studies, Dr. Hart spent a number of years in the mental health arena working with severely impaired individuals in psychiatric facilities or transitioning to the community.  Her desire to intervene earlier in the progression of mental health challenges led her to school psychology, and she practiced in schools in Northern California for several years. Dr. Hart has focused her career on children and youth with emotional and behavioral challenges, particularly the intersection between mental health and the educational context; that is, promoting successful experiences for this underserved population in the schools. Her scholarly activities include manuscripts, articles and book chapters, as well as local, state, and national presentations related to these topics. Stephen E. Brock, Ph.D., is a Professor and the School Psychology Program Coordinator at California State University, Sacramento (CSUS). His professional preparation includes undergraduate and graduate degrees in psychology, and a Ph.D. in Education (with an emphasis in psychological studies) from the University ofCalifornia, Davis, where he researched Attention-deficit/Hyperactivity Disorder.  A Nationally Certified School Psychologists (NCSP) and Licensed Educational Psychologist (LEP), Dr. Brock worked for 18 years as a school psychologist with the Lodi Unified School District (the last 6 of which included assignment as Lead Psychologist) before joining the CSUS faculty. As a school psychologist he helped to develop the district's school crisis response protocol, served on an autism specialty team, and specialized in functional behavioral assessment.   A member of the National Association of School Psychologists (NASP) since 1985, Dr. Brock currently serves as the Association's President-Elect, as a Contributing Editor to the Communiqué (the NASP newsletter), is on the Editorial Advisory Board of the School Psychology Review, is a member of the National Emergency Assistance Team, and is co-chair of the PREPaRE Crisis Prevention and Intervention Training Curriculum workgroup. In addition, he previously served as the California representative to the NASP Delegate Assembly, the Western Region Representative to the NASP Executive Council, and Coordinator of the Crisis Management Interest Group. He was the lead editor of the NASP publication Best Practices in School Crisis Prevention and Intervention and lead author of School Crisis Prevention and Intervention: The PREPaRE Model.  At the state level, Dr. Brock is a past president of the California Association of School Psychologists (CASP). Previously, he served CASP as the Region X representative, the Employment Relations Specialist, the Convention Chairperson, was on the editorial board of CASP Today (the CASP newsletter), and was an Associate Editor of The California School Psychologist.  Dr. Brock received NASP's Presidential award in 2004 and 2006, NASP's Crisis Management Interest Group's Award of Excellence in 2006 and 2007, CASP'sOutstanding School Psychologist award in 1997, the Sandra Goff Memorial Award in 2012; and the CSUS Outstanding Faculty Scholarly and Creative Activity Award in 2013 Dr. Brock's academic work has included study of school-based crisis interv