کودکان جوان مبتلا به ADHD: شناسایی و مداخله زودهنگام

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 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. 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. "The purpose of this book is to provide comprehensive, empirically grounded information on assessment and early intervention for young children with ADHD. Each chapter presents detailed guidelines for assessment and treatment that are data based and practical (i.e., that take into account the inevitable challenges to comprehensive evaluation and treatment in real-world settings). Case illustrations are used throughout to provide examples of early identification and intervention in action. The organization of this book takes into account several factors. First, we describe the home-based component of early intervention because our experience indicates that most referrals for ADHD will come from primary care physicians and parents, and thus treatment strategies will initially be implemented in the home. Further, some young children do not attend preschool or day care, and intervention would be limited to the home in such cases. Therefore, we present information on home-based intervention before discussing preschool-based strategies. Second, one of the goals of early psychosocial intervention is to delay or avoid pharmacotherapy given the limited data regarding efficacy and safety in early childhood. Thus, medication treatment is not addressed until later in the book. Finally, we present the outcome findings from our early intervention research in the final chapter because we evaluated our program as a comprehensive treatment package (rather than dismantling effects due to each component); this also ensured that the earlier chapters are fully focused on presenting clinically relevant details about intervention"--Introduction. (PsycINFO Database Record (c) 2011 APA, all rights reserved) 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. An index is included Contents Preface Introduction Chapter 1 Assessment and Identification of Attention-Deficit/Hyperactivity Disorder Chapter 2 Overview of an Early Intervention Model Chapter 3 Home-Based Behavioral Intervention Strategies Chapter 4 Preschool-Based Behavioral Intervention Strategies Chapter 5 Promotion of Academic Skills Chapter 6 Safety and Injury Prevention Chapter 7 Psychotropic Medication Treatment Chapter 8 Support for Families Chapter 9 Findings and Future Directions References Index About the Authors