Selected intervention approaches available for children diagnosed with attention deficit and hyperactivity disorder

Abstract

This study had a two-fold purpose. First, to review, analyze, criticize, and draw sets of implications from literature regarding material on multimodal intervention approaches for students who had attention deficit-hyperactivity disorder. Second, to determine strategies that would benefit educators, parents, and ADHD students so they are learning in their optimal learning environment. Conclusions were drawn and recommendations provided to educators and parents in order to assist ADHD students to have an environment where they may be academically and socially successful. In the introduction, a clarification on what ADHD is, the history of ADHD, the prevalence rate of ADHD, and why it is important to use a multimodal treatment approach was presented. Following this, numerous ADHD intervention approaches were critically reviewed, analyzed, and critiqued. Conclusions and recommendations from this study were directed toward practitioners, educators, parents, and ADHD students. However, all educators, parents, and students who prefer a more structured and optimal learning environment will benefit from this study. The findings in this study revealed that practitioners, parents, educators, and students need to collaborate and communicate on a regular bases for ADHD students to perform at an optimal level. It was also found that ADHD students perform better in school and at home when they have a structured, consistent, and organized environment. Finally, it is important for practitioners, parents, and teachers to be aware of the many intervention approaches for ADHD children. The more aware they are, the more likely they will use a multimodal intervention approach. The best results are obtained when behavioral management, classroom management, family therapy, and medication, when needed, are used together to help the ADHD child.