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9781462554362

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"""This book is a 'must have' for clinicians, researchers, and trainers concerned with supporting children with ADHD. FSS is a highly innovative approach that integrates research-based practices and encourages their delivery in the context of positive family-school relationships. The comprehensive tools provided in the book--including handouts, fidelity checklists, evaluation measures, and tips for adaptations--ensure seamless and effective implementation. I can't think of any intervention more important than FSS for students with ADHD!""--Susan M. Sheridan, PhD, Director, Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln"

"""This book is a 'must have' for clinicians, researchers, and trainers concerned with supporting children with ADHD. FSS is a highly innovative approach that integrates research-based practices and encourages their delivery in the context of positive family–school relationships. The comprehensive tools provided in the book--including handouts, fidelity checklists, evaluation measures, and tips for adaptations--ensure seamless and effective implementation. I can't think of any intervention more important than FSS for students with ADHD!""--Susan M. Sheridan, PhD, Director, Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska–Lincoln ""Based on decades of state-of-the-art research and written by leaders in the field, this book leverages the relationship between parents and school personnel to enhance academic and social–emotional functioning for children with ADHD. Few ADHD resources integrate home and school interventions like this one, making it a unique and necessary manual for therapists and school mental health providers.""--Andrea Chronis-Tuscano, PhD, Joel and Kim Feller Endowed Professor, Department of Psychology, University of Maryland, College Park-"

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Thomas J. Power, PhD, ABPP, is Professor of School Psychology in Pediatrics and Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and Distinguished Endowed Chair in the Department of Pediatrics at Children’s Hospital of Philadelphia (CHOP). Dr. Power has been Director of the Center for Management of ADHD at CHOP since 1999. He spent many years providing services to children and families coping with attention-deficit/hyperactivity disorder (ADHD) and has been dedicated to interprofessional training and intervention research throughout his career. Dr. Power is a past editor of School Psychology Review and was a member of the Society for Developmental and Behavioral Pediatrics committee that prepared the Clinical Practice Guideline for the Assessment and Treatment of Children and Adolescents with Complex ADHD. Jennifer A. Mautone, PhD, ABPP, is Associate Professor of School Psychology in Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and Director of Primary Care Behavioral Health Research in the Department of Child and Adolescent Psychiatry and Behavioral Sciences at Children’s Hospital of Philadelphia (CHOP). Dr. Mautone served as founding Co-Director of Healthy Minds, Healthy Kids, the integrated behavioral health in primary care program at CHOP. Her research and clinical practice focus on improving connections between systems of care (for example, families, schools, health systems) and increasing equitable access to and utilization of high-quality, culturally responsive behavioral health services for children and adolescents. Dr. Mautone has published over 50 peer-reviewed papers in scientific journals. Stephen L. Soffer, PhD, is Professor of Clinical Psychiatry at the Perelman School of Medicine at the University of Pennsylvania. At Children’s Hospital of Philadelphia (CHOP), he is Co-Chief, Division of Outpatient Behavioral Health in the Department of Child and Adolescent Psychiatry and Behavioral Sciences; Training Director of the Psychology Internship Program; and a psychologist at the Center for Management of ADHD. In addition to caring for children and families, Dr. Soffer is actively involved in clinical teaching of psychology and psychiatry trainees. He has a long-standing commitment to developing and implementing suicide prevention initiatives, including expanding the use of evidence-based practice in youth suicide risk assessment and intervention in pediatric health care settings.

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