重新认识在学校环境中支持注意力缺陷/多动症学生的方法

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Gregory A. Fabiano, Kellina Lupas, Brittany M. Merrill, Nicole K. Schatz, Jennifer Piscitello, Emily L. Robertson, William E. Pelham Jr
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引用次数: 0

摘要

许多患有注意力缺陷/多动障碍(ADHD)的学生的长期学习成绩非常糟糕。自 1975 年《残障儿童教育法》(Education for all Handicapped Children Act of 1975)中的 "其他健康障碍"(Other Health Impaired)类别明确规定多动症学生有资格接受特殊教育,以及 1973 年《康复法》(Rehabilitation Act)第 504 条规定他们有资格获得学业辅导以来,已经过去了几十年。现在是时候承认这些学校政策不足以支持多动症学生的学业、社交和行为成果了。造成这些结果不成功的原因有很多,其中包括学校缺乏以证据为基础的干预措施,将普通教育环境对促进有效行为支持的重要性降到最低,以及过度依赖评估和分类而忽视干预措施。本文认为,具有前瞻性的学校政策应将多动症的筛查、干预和维持性干预纳入普通教育环境中的多层支持系统(MTSS),并将特殊教育资格仅保留给需要更深入干预的学生。本文提出了一个初步的干预模式,以更快、更有效地提供更有力的干预措施的方式来解决学校中的多动症问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reconceptualizing the approach to supporting students with attention-deficit/hyperactivity disorder in school settings

The long-term academic outcomes for many students with attention-deficit/hyperactivity disorder (ADHD) are strikingly poor. It has been decades since students with ADHD were specifically recognized as eligible for special education through the Other Health Impaired category under the Education for all Handicapped Children Act of 1975, and similarly, eligible for academic accommodations through Section 504 of the 1973 Rehabilitation Act. It is time to acknowledge that these school-policies have been insufficient for supporting the academic, social, and behavioral outcomes for students with ADHD. Numerous reasons for the unsuccessful outcomes include a lack of evidence-based interventions embedded into school approaches, minimizing the importance of the general education setting for promoting effective behavioral supports, and an over-reliance on assessment and classification at the expense of intervention. Contemporary behavioral support approaches in schools are situated in multi-tiered systems of support (MTSS); within this article we argue that forward-looking school policies should situate ADHD screening, intervention, and maintenance of interventions within MTSS in general education settings and reserve special education eligibility solely for students who require more intensive intervention. An initial model of intervention is presented for addressing ADHD within schools in a manner that should provide stronger interventions, more quickly, and therefore more effectively.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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