School-Based Interventions for ADHD and Attention Problems: A Review

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) or related subclinical attention problems are often impaired in their school performance. These problems represent a great challenge for teachers. The implementation of the United Nations (UN) Convention on the Rights of Persons with Disabilities and the following right of inclusion for each person results in a greater need for effective strategies dealing with behavior problems in general education settings. This article presents an overview of evaluated prevention and intervention strategies, which are class-, teacher- and student-oriented. Current research for prevention and intervention in schools mostly provides single case studies, which makes a generalization of the results difficult. In regard of the quality of the studies only interdependent group-oriented contingency management procedures are evidence-based methods (class-oriented). Methodological issues and future directions will be discussed.