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Evidence-Based Practice in School Mental HealthAddressing DSM-5 Disorders in Schools$
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James C. Raines

Print publication date: 2019

Print ISBN-13: 9780190886578

Published to Oxford Scholarship Online: August 2019

DOI: 10.1093/oso/9780190886578.001.0001

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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: 20 April 2021

Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder

(p.61) 2 Attention Deficit Hyperactivity Disorder
Evidence-Based Practice in School Mental Health

Maria Scannapieco

Kirstin R. Painter

Oxford University Press

Attention deficit hyperactivity disorder (ADHD) is marked by problems with functioning or development that are related to symptoms of a persistent pattern of inattention and/or hyperactivity-impulsivity. It is the most common mental health problem in children, affecting as many as 1 in 20 children. It affects both boys and girls, but it is more predominant in boys. For males, prevalence rates are estimated to be three times that of females, 12.9% compared to 4.3%. Prevalence rates of ADHD in school-age children in the United States are estimated at 5% by the America Psychiatric Association. This chapter will focus on diagnosing and assessing ADHD from a differential diagnosis and comorbidity perspective. Evidenced-based ADHD interventions will be presented along with a discussion around the importance for school personnel to collaborate with the many other systems that impact children and youth with ADHD.

Keywords:   assessment, attention deficit hyperactivity disorder, children, comorbidity, differential diagnosis, evidence-based, impulsivity, progress-monitoring, schools, treatment

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