by George J. DuPaul and Gary Stoner Produced by Steve Lerner
This informative video provides an overview of intervention approaches that can be used to help students with ADHD enhance their school performance while keeping the classroom functioning smoothly.
This informative video provides an overview of intervention approaches that can be used to help students with ADHD enhance their school performance while keeping the classroom functioning smoothly. The video features an illuminating discussion among DuPaul, Stoner, and Russell A. Barkley, addressing provocative questions on the benefits of proactive, preventive measures, on the one hand, and reactive techniques, on the other. Using a live classroom setting, the program then reviews classroom management systems that can facilitate the careful monitoring of behavior and academic performance in students with ADHD, enhance the teacher's ability to communicate both positive and corrective feedback, and target social as well as academic skills. The video focuses on interventions for both classwide and individual behavior and instruction. Effective approaches shown include peer tutoring, token economy and response cost strategies, such as the Attention Training System (ATS), active teaching of classroom rules, and self-management techniques.
A useful reference and training tool, the accompanying manual reviews important points covered in the video and helps users apply the intervention techniques and support strategies in their own work. Discussion and practice questions are featured throughout, maximizing the program's utility as a training tool. Rounding out the manual is a list of electronic and print resources along with information on how they can be obtained.
"DuPaul and Stoner have provided state-of-the-art, step-by-step training programs for conducting assessments and designing effective interventions for children with ADHD. The information in these videos and manuals is simple, straightforward, and useful, both for schools and university teacher preparation programs. This is research-to-practice at its best." -Robert Reid, PhD, Department of Special Education, University of Nebraska, Lincoln