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9781572308626

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This highly readable and comprehensive second edition continues to reflect a scientist-practitioner model and multimethod approach to ADHD assessment and intervention in the schools. Each chapter has been updated and expanded to reflect current research, and the book contains an extensive literature review. The illustrative case examples and reproducible forms, checklists, and handouts add to the practical nature of this text. Highly readable and comprehensive, this second edition will be the standard for those working with students with ADHD or planning wide-scale intervention programs. Because of the breadth and depth of its coverage, the book will be particularly useful for school psychologists, social workers, counselors, nurses, and administrators, as well as for general and special education teachers. Additionally, the book will be widely used as a text in upper-level undergraduate- and graduate-level courses addressing special topics and issues in the schools and child and adolescent psychopathology, and in graduate-level practica in school psychology, social work, and counseling. --Howard W. Atlas, EdD, NCSP, Director of Pupil Personnel Services, Waukegan (IL) Public Schools <br> This book is a 'must'! DuPaul and Stoner have done a masterful job of updating school-based practitioners on the latest research, assessment methods, and intervention techniques for students with ADHD. The volume is packed with clear, readable advice about everything from causes to interventions. I am particularly impressed with the authors' careful delineation of the connections between ADHD and learning difficulties, in a chapter that speaks to the need for careful differential diagnosis. Also, for those of us who are always searching for appropriate interventions, the authors provide many for use in school and at home. I would like to see this book used as a text in school psychology programs across the country. --Margaret Suby, CAGS, Certified School Psychologist, Learning D

School personnel need to be aware of the most recent research on ADHD if they are to provide appropriate interventions in the classroom. An excellent source of obtaining this information is ADHD in the Schools, by George J. DuPaul and Gary Stoner, published by The Guilford Press (NY). It is a heavily referenced book that provides practitioners and parents with a wealth of sources for additional exploration....Case studies are presented throughout and are helpful in illustrating key concepts....It is refreshing to find a book on this topic that presents what we know, based on empirical findings, not merely beliefs and folklore. It is essential reading for all educators. -- Metapsychology <br> In this volume, Drs. DuPaul and Stoner offer a wide-ranging, thoughtful review of the major issues confronting school professionals in understanding and treating children and adolescents with ADHD....The authors have obviously given a great deal fo thought towards providing a well-rounded, empirically based text aimed at assisting educational professionals who deal with ADHD in the classroom....The information imparted in this excellent text, by two respected researchers and educators, provides a valuable source of information that parents, clinicians, and teachers trying to help these students can ill-afford to be without. It represents the most up-to-date thought in how to deliver high quality services to students struggling with ADHD in the schools. -- Journal of Attention Disorders <br>

This highly readable and comprehensive second edition continues to reflect a scientist-practitioner model and multimethod approach to ADHD assessment and intervention in the schools. Each chapter has been updated and expanded to reflect current research, and the book contains an extensive literature review. The illustrative case examples and reproducible forms, checklists, and handouts add to the practical nature of this text. Highly readable and comprehensive, this second edition will be the standard for those working with students with ADHD or planning wide-scale intervention programs. Because of the breadth and depth of its coverage, the book will be particularly useful for school psychologists, social workers, counselors, nurses, and administrators, as well as for general and special education teachers. Additionally, the book will be widely used as a text in upper-level undergraduate- and graduate-level courses addressing special topics and issues in the schools and child and adol

Author Information

George J. DuPaul, PhD, is Professor and Coordinator of School Psychology at Lehigh University. Gary Stoner, PhD, is Professor and Director of the School Psychology Program at the University of Massachusetts, Amherst.

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