促进多动症儿童的家庭和学校成功：在培养技能的同时加强人际关系。
Promoting Family and School Success for Children With ADHD: Strengthening Relationships While Building Skills.
作者信息
Mautone Jennifer A, Lefler Elizabeth K, Power Thomas J
机构信息
psychologist at the Children's Hospital of Philadelphia.
出版信息
Theory Pract. 2011;50(1):43-51. doi: 10.1080/00405841.2010.534937.
Abstract
Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not sufficient. The purpose of this article is to describe a family-school intervention for children with ADHD. In addition, program strategies and theoretical bases are discussed.
摘要
患有注意力缺陷多动障碍（ADHD）的儿童通常在家庭和学校中经历显著的功能损害，他们与父母、教师和同伴的关系往往紧张。针对ADHD的心理社会干预通常一次只关注一个环境中的行为改变（即家庭或学校）；然而，单一系统的干预通常是不够的。本文的目的是描述一种针对患有ADHD儿童的家庭-学校干预。此外，还讨论了项目策略和理论基础。
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