Article 1 Summary
Written by Lisa Wright
The article "An ADHD Primer" written by George DuPaul and George White
published in Principal Leadership, June 2004, summarizes what ADHD is and
recommends "a combination of medication and behavioral interventions to yield the
greatest improvement in social skills and school performance for students with ADHD".
The article reports 3 to 7 percent of students have ADHD, boys are 3 times more likely
to be diagnosed than girls, and it is not a learning disability (although many students will
meet the criteria for an educational disability). There are 3 types of ADHD: ADHD
Predominantly Inattentive Type, ADHD Predominantly Hyperactive-Impulsive Type, and
ADHD Combined Type. Students should be evaluated for ADHD if they exhibit chronic
(occurring for more than 6 months) inattention, impulsivity, or excessive physical
activity. The diagnosis of ADHD is made by psychologists or physicians, based on
DSM-IV criteria, and includes input from both parents and teachers.
Students who have ADHD usually don't achieve their academic potential and
experience social difficulties (primarily because of their higher level of verbal and
physical aggression). These academic and social difficulties increase at the middle
school and high school because students must learn expectations and meet the
standards of multiple teachers; coordinate schedules through the day and year; and the
importance of peer group increases.
The authors review the types of CNS stimulant medications used to treat ADHD
and behavior modification procedures. They argue "a combination yields the greatest
improvement in their social skills and school performance". The recommended
behavior modification techniques include a written behavioral contract and self
monitoring and self evaluation strategies. A written behavioral contract should specify
what the student is supposed to do and what the student will get if responsibilities are
met. If medication and behavioral contracts have been successful, students should be
taught self-monitoring strategies. In addition, instruction in note taking, studying for
tests, and homework completion strategies are helpful.
As a future librarian, the behavior modification suggestions were most helpful. A
written behavior contract seems very useful for participation in the library. If I have an
ADHD student who is having behavior problems in the library, I could easily make up a
written behavior contract with clear expectations and rewards. I could also easily (this
appeals to my natural sense of organization) create a self monitoring strategy such as a
check list of tasks or behaviors to be completed that the student could follow.