Attention-Deficit Hyperactivity Disorder: A Handbook for by Russell A. Barkley

By Russell A. Barkley

This instruction manual provides vast wisdom at the nature, analysis, review, and therapy of ADHD. supplied are authoritative directions for realizing and dealing with the demanding situations ADHD poses to kids, kids, and adults in a number of settings. All chapters finish with easy Key medical Points.

Note: Practitioners wishing to enforce the evaluate and remedy concepts within the guide are instructed to buy the spouse Workbook, which includes a whole set of kinds, questionnaires, and handouts, in a large-size layout with permission to photocopy.

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Extra info for Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (3rd Edition)

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These investigations further explored the effects of stimulant medications on these social systems; they buttressed the conclusion that children with ADHD elicit significant negative, controlling, and hostile or rejecting interactions from others, which can be greatly reduced by stimulant medication. From these studies emerged the view that the disabilities associated with ADHD do not rest solely in a child, but in the interface between the child’s capabilities and the environmental demands made within the social-ecological context in which that child must perform (Whalen & Henker, 1980).

The Passage of Public Law 94-142 Another highly significant development was the passage of Public Law 94-142 in 1975, mandating special educational services for physical, learning, and behavioral disabilities of children, in addition to those services already available for mental retardation (see Henker & Whalen, 1980, for a review of the legal precedents leading up to this law). Although many of its recommendations were foreshadowed by Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112), it was the financial incentives for the states associated with the adoption of Public Law 94-142 that probably encouraged its immediate and widespread implementation by them all.

Notable in the construction of DSM-III-R was its emphasis on the empirical validation of its diagnostic criteria through a field trial, which guided the selection of items for the symptom list and the recommended cutoff score on that list (Spitzer, Davies, & Barkley, 1990). The Development of Research Diagnostic Criteria At the same time that the DSM-III criteria for ADD + H and ADD – H were gaining in recognition, others attempted to specify research diagnostic criteria (Barkley, 1982; Loney, 1983).

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