Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills.

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Theory Into Practice Pub Date : 2011-01-01 DOI:10.1080/00405841.2010.534937

Jennifer A Mautone, Elizabeth K Lefler, Thomas J Power

引用次数: 0

Abstract

Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not sufficient. The purpose of this article is to describe a family-school intervention for children with ADHD. In addition, program strategies and theoretical bases are discussed.

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促进多动症儿童在家庭和学校取得成功：在培养技能的同时加强关系。

患有多动症的儿童通常在家庭和学校都会受到严重影响，他们与父母、老师和同学的关系往往也很紧张。针对多动症的社会心理干预通常侧重于一次改变一个环境（即家庭或学校）中的行为；然而，单系统干预通常是不够的。本文旨在介绍一种针对多动症儿童的家庭-学校干预措施。此外，还讨论了计划策略和理论基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

3.10%

发文量

期刊介绍： Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.