Young Children With ADHD: Early Identification and Intervention
For individuals in the U.S. & U.S. territories
The symptoms of attention-deficit/hyperactivity disorder (ADHD) often begin early in life. In fact, many young children enter school with behavioral and cognitive symptoms that put them at a significant disadvantage compared with their typically-developing peers.
Over the past several decades, researchers, psychologists and educators have devoted much time and effort to understanding and treating ADHD. Yet only recently have these efforts begun to focus more closely on the specific needs of preschool-aged children who are disruptive or inattentive.
This book, by George DuPaul and Lee Kern, a school psychologist and special educator respectively, is the first to describe empirically-supported early intervention with children aged 2–5 years who have or are at risk for ADHD.
The authors present a three-tiered model for prevention and intervention that can be implemented at home or in preschool settings. This promising model can be adjusted to the degree of difficulty the child is experiencing and consists of universal intervention strategies, small group skills instruction, and assessment-based behavioral interventions.
Lively case examples drawn from the authors' clinical experience illustrate common challenges of implementation. The authors also describe how to foster children's early academic skills and promote their physical safety, with the understanding that for children and families, the goal is not just identifying and reducing symptoms, but also encouraging success by enhancing family, social, and school-based interactions.
Young Children with ADHD presents a comprehensive and timely program that is a milestone in the field of ADHD treatment.
- Assessment and Identification of Attention-Deficit/Hyperactivity Disorder
- Overview of an Early Intervention Model
- Home-Based Behavioral Intervention Strategies
- Preschool-Based Behavioral Intervention Strategies
- Promotion of Academic Skills
- Safety and Injury Prevention
- Psychotropic Medication Treatment
- Support for Families
- Findings and Future Directions
About the Authors
George J. DuPaul, PhD, is a professor of school psychology and chairperson of education and human services at Lehigh University, Bethlehem, Pennsylvania.
He received his PhD in school psychology from the University of Rhode Island in 1985. He has extensive experience providing clinical services to children with attention-deficit/hyperactivity disorder (ADHD) and their families as well as consulting with a variety of school districts regarding the management of students with ADHD.
He has been an author or coauthor on more than160 journal articles and book chapters related to ADHD and childhood behavior disorders. He has published three books and two videos on the assessment and treatment of ADHD as well as two books related to children's health care.
Dr. DuPaul was named to the Children and Adults with ADHD Hall of Fame in 2008 and also received the APA Division 16 (School Psychology) Senior Scientist Award in 2008.
Currently, he is investigating the effects of early intervention and school-based interventions for students with ADHD as well as assessment and treatment of ADHD in college students.
Lee Kern, PhD, is Iacocca Professor of Special Education at Lehigh University, Bethlehem, Pennsylvania. She received her PhD in special education from the University of South Florida.
Prior to receiving her doctorate, Dr. Kern worked in the field of special education as a classroom teacher, behavior specialist, and consultant. She has worked extensively with children and adolescents with social, emotional, and behavioral problems.
Her research interests include challenging behavior, functional assessment, and curricular interventions. She has published numerous articles and book chapters, and she recently published the book Individualized Supports for Students With Problem Behaviors.
Dr. Kern has received more than $17 million in grant funding from the Office of Special Education Programs, the National Institutes of Mental Health, and a recent Center Grant from the Institute for Education Sciences.
She is currently associate editor of both the Journal of Behavioral Education and School Mental Health and serves on the editorial boards of seven educational journals.