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“Represents the most up-to-date thought in how to deliver high-quality services to students struggling with ADHD in the schools.”

—Journal of Attention Disorders (on the second edition)


“In addition to practitioners, university-based trainers will also benefit from this thorough, up-to-date resource....A 'must read' for school-based practitioners and one that will serve as a thorough and insightful resource for any professional involved in assessment and intervention for students with the disorder.”

—Journal of Psychoeducational Assessment (on the first edition)


“Each chapter leaves the reader wanting to continue to read, and the total product leaves the reader feeling highly informed....Practitioners at every level of expertisebeginning to advancedwill learn from this work. It is well written, scholarly, and concise. It will broaden the knowledge base and competencies of practitioners and researchers and will inform anyone wishing to learn about ADHD.”

—Contemporary Psychology (on the first edition)


“DuPaul and Stoner have once again produced a significant, 'must-read' volume. Recognizing ADHD as a complex neurocognitive disorder, the authors eloquently describe the importance of early screening and assessment for informing individualized supports, accommodations, and evidence-based interventions. The volume includes excellent case examples, highly useful strategies for communication and collaboration with other professionals and parents, and resources such as referral letters and relevant websites. Highly recommended.”

—Linda A. Reddy, PhD, School Psychology Doctoral Program, Rutgers, The State University of New Jersey


“An exceptional resource for health care professionals and educators and an ideal text for graduate-level psychology and education courses. The third edition has been fully updated and expanded with the latest research, including advances in school-based screening and assessment, academic and behavioral interventions, promoting school-home collaboration, and medication management. Across all topics, state-of-the-art research findings are translated into clear, usable practices highlighted by pertinent case examples and ready-to-use tools and tips. This should be the standard guidebook for ADHD services in schools across the country.”

—Linda Pfiffner, PhD, Department of Psychiatry, University of California, San Francisco


“Both authors are widely hailed as among the preeminent scholars in the area of ADHD and the schools. Both have decades of practical experience working with the schools and in conducting research in assessment and treatment of students with ADHD....All of the information provided is based on the best, most up-to-date scientific evidence available, and is refreshingly free of bias or any outside agendas....The authors have distilled the ocean of information into a manageable body that neither overwhelms potential readers nor skimps on critical information.”

—from the Foreword by Robert Reid, PhD, Department of Special Education and Communication Disorders, University of Nebraska-Lincoln


“The third edition of this landmark text continues to provide the most comprehensive coverage regarding ADHD and schools that is available today. Written in a readable, informative style, the book covers it all—from causes and assessment of ADHD to effective interventions and ways to work with parents and professionals. This is an indispensable resource for school psychologists, general and special education teachers, and administrators dedicated to using up-to-date research to address the issues faced by students with ADHD. A 'must read.'”

—Karen R. Harris, EdD, Mary Emily Warner Professor, Mary Lou Fulton Teachers College, Arizona State University

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Table of Contents

1. Overview of ADHD

2. Assessment of ADHD in School Settings

3. ADHD and Comorbidity: Practical Considerations for School-Based Professionals

Appendix 3.1: Zirkel Checklist for Performing Eligibility for Special Education Services

4. Early Screening, Identification, and Intervention

5. Supports and Interventions in Elementary School

6. Interventions and Supports in Secondary and Postsecondary Schools

7. Medication Therapy

Appendix 7.1: Stimulant Medication Treatment of ADHD: A Teacher Handout

8. Adjunctive Interventions for ADHD

9. Communication with Parents, Professionals, and Students

Appendix 9.1: Suggested Readings on ADHD and Related Difficulties for Parents and Teachers

Appendix 9.2: Referral Letter to a Physician

Appendix 9.3: Referral to Physician for Possible Medication Trial

Appendix 9.4: Description of Medication Trial to Physician

Appendix 9.5: Report of Results of Medication Trial to Physician

10. Conclusions and Future Directions

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About the Authors

George J. DuPaul, PhD, is Professor of School Psychology at Lehigh University. He is a Fellow of Divisions 16 (School Psychology), 53 (Clinical Child and Adolescent Psychology), and 54 (Pediatric Psychology) of the American Psychological Association (APA) and is past president of the Society for the Study of School Psychology. He is a recipient of the APA Division 16 Senior Scientist Award and was named to the Children and Adults with ADHD Hall of Fame. Dr. DuPaul's primary research interests are school-based assessment and treatment of disruptive behavior disorders, pediatric school psychology, and assessment and treatment of college students with ADHD. His publications include over 190 journal articles and book chapters on assessment and treatment of ADHD, as well as the coauthored ADHD in the Schools, Third Edition, and ADHD Rating Scale–5 for Children and Adolescents.

• All titles by George J. DuPaul

Gary Stoner, PhD, is Professor in the Department of Psychology at the University of Rhode Island and Director of the Graduate Programs in School Psychology. He is a Fellow of the APA, past president of APA Division 16, and a member of the Society for the Study of School Psychology. Dr. Stoner’s research interests include prevention and intervention with achievement and behavior problems, early school success, parent and teacher support, and professional issues in school psychology. He is past chair of the APA's Interdivisional Coalition for Psychology in Schools and Education and currently serves on the APA Commission on Accreditation.

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Audience

School psychologists, counselors, and school-based social workers; graduate students, instructors, and researchers. Also of interest to general and special education teachers.

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Course Use

May serve as a text in courses on academic/behavioral assessment or psychoeducational assessment.

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Previous editions published by Guilford:

Second Edition, © 2003
ISBN: 9781593850890

First Edition, © 1994
ISBN: 9780898622454

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New to this edition:

• Reflects a decade's worth of research and clinical advances, plus the growth of multi-tiered service delivery models.
• Discusses changes in DSM-5.
• Separate chapter on interventions for middle and high school students, with new content on the transition to college.
• Updated medication information, case examples, and more.