针对患有注意力缺陷多动障碍（ADHD）的小学生的校本干预措施。
School-based interventions for elementary school students with ADHD.
作者信息
DuPaul George J, Gormley Matthew J, Laracy Seth D
机构信息
Department of Education and Human Services, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA.
Department of Education and Human Services, Lehigh University, 111 Research Drive, Bethlehem, PA 18015, USA.
出版信息
Child Adolesc Psychiatr Clin N Am. 2014 Oct;23(4):687-97. doi: 10.1016/j.chc.2014.05.003. Epub 2014 Aug 1.
Children with attention-deficit/hyperactivity disorder (ADHD) experience significant difficulties with behavior, social functioning, and academic performance in elementary school classrooms. Although psychotropic medication may enhance classroom behavior, pharmacologic treatment is rarely sufficient in addressing the many challenges encountered by individuals with ADHD in school settings. This article describes 3 evidence-based strategies including behavioral, academic, and self-regulation interventions. Future directions for research on school-based interventions are discussed.
患有注意力缺陷多动障碍（ADHD）的儿童在小学课堂上的行为、社交功能和学业表现方面存在重大困难。尽管精神药物可能会改善课堂行为，但药物治疗在解决ADHD患者在学校环境中遇到的诸多挑战方面很少足够有效。本文介绍了三种基于证据的策略，包括行为、学业和自我调节干预措施。还讨论了基于学校的干预措施的未来研究方向。
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