A School-Based Consultation Program for Service Delivery to Middle School Students with Attention-Deficit/Hyperactivity Disorder

A school-based consultation program for providing services to middle school students with attention-deficit/hyperactivity disorder (ADHD) is described. Services were offered at three levels: inservice training, on-site consultation, and advanced training with follow-up consultation. The program bega...

Full description

Saved in:
Bibliographic Details
Published in:Journal of emotional and behavioral disorders 1996-04, Vol.4 (2), p.73-81
Main Authors: SHAPIRO, EDWARD S., DUPAUL, GEORGE J., BRADLEY, KATHY L., BAILEY, LINNEA T.
Format: Article
Language:English
Subjects:
Attention deficit disorder
Attention Deficit Disorders
Attention deficit hyperactivity disorder
Behavioral Consultation
Consultation
Consultation Programs
Delivery Systems
Hyperactive children
Hyperactivity
Individualized Programs
Inservice Teacher Education
Inservice training
Intermediate Grades
Junior High Schools
Middle school students
Middle Schools
Program Effectiveness
Program Evaluation
Service delivery
Special education
Teachers
USA
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:A school-based consultation program for providing services to middle school students with attention-deficit/hyperactivity disorder (ADHD) is described. Services were offered at three levels: inservice training, on-site consultation, and advanced training with follow-up consultation. The program began by providing core knowledge about ADHD and effective intervention skills when working with adolescents. Following the inservice, the program providers used a behavioral consultation framework to offer participating school districts 15 days of individualized consultative services within a 60-day period. Advanced knowledge and follow-up consultation were made available after the consultation process was completed. Results indicated that, across a total of 57 participating school districts, 2,928 different personnel had contact with project activities. Although school districts varied as to the types of project services they accessed, most districts chose to use general in-service programs focused on knowledge dissemination to general and special education teachers, as well as consultation concerning individual students. Outcomes of the project suggested that the model was successful in substantially increasing knowledge and services to middle school students with ADHD. Implications for future implementation and expansion of the model are discussed.
ISSN:1063-4266
1538-4799
DOI:10.1177/106342669600400202