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School Social WorkAn Evidence-Informed Framework for Practice$
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Michael S. Kelly, James C. Raines, Susan Stone, and Andy Frey

Print publication date: 2010

Print ISBN-13: 9780195373905

Published to Oxford Scholarship Online: May 2010

DOI: 10.1093/acprof:oso/9780195373905.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 07 December 2021

Problems with ADHD in a School Setting

Problems with ADHD in a School Setting

(p.148) 12 Problems with ADHD in a School Setting
School Social Work

James C. Raines

Susan Stone

Andy Frey

Oxford University Press

Characterized by developmentally atypical levels of inattention, activity, and impulsivity, attention deficit/hyperactivity disorder (ADHD) is a prevalent disorder affecting 5%-8% of the school-age population. This chapter reviews school-based, psychosocial, or academic interventions for children affected by ADHD. It shows that there are empirically supported strategies for school social workers to use for children affected with ADHD. Most of these strategies would be classified as falling into more intensive and indicated forms of intervention, and this may be appropriate given the nature of the disorder- and child-specific symptom patterning and impairments. There is a need for school social practitioner proficiency in functional behavior assessment, and for a variety of behavioral and contingency management methods.

Keywords:   school social work, social work practice, attention deficit/hyperactivity disorder, school-based interventions

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