Department of Counseling, Recreation, and School Psychology, Florida International University, Miami, FL, 33199, USA.
Department of Teaching and Learning, Florida International University, Miami, FL, 33199, USA.
Curr Psychiatry Rep. 2020 May 7;22(6):27. doi: 10.1007/s11920-020-01154-3.
Limited work has emphasized cultural responsiveness when working with families and children with attention-deficit/hyperactivity disorder (ADHD) from diverse backgrounds. We present a primer for psychiatrists, psychologists, and other mental health professionals on the implementation of culturally responsive practices within a multi-tiered system of support (MTSS) framework when collaborating with schools.
Individuals with ADHD demonstrate unique behavioral challenges that affect school and home functioning. As a framework to address the needs of all children with academic and behavioral issues, many public schools have adopted MTSS. Emerging findings on cultural adaptations of evidence-based interventions for ADHD within MTSS are promising. Through a comprehensive tiered approach, this review focuses on (1) initial behavior screening and prevention, (2) implementation of evidence-based interventions tailored to the child's development and family culture, and (3) collaboration between psychiatrists, psychologists, school personnel, and families regarding evaluation of outcomes for children with ADHD, particularly when pharmacological treatment is considered. Engaging in these approaches can promote culturally responsive practices and improve the quality of services provided to children with ADHD.
综述目的：当与来自不同背景的注意力缺陷/多动障碍（ADHD）的家庭和儿童合作时，有限的工作强调了文化适应性。我们为精神科医生、心理学家和其他心理健康专业人员提供了一个入门指南，介绍了在与学校合作时，如何在多层次支持（MTSS）框架内实施文化适应性实践。
最新发现：ADHD 患者表现出独特的行为挑战，影响着他们在学校和家庭中的功能。作为解决所有有学业和行为问题的儿童需求的框架，许多公立学校已经采用了 MTSS。在 MTSS 中对 ADHD 的循证干预措施进行文化适应性调整的新兴发现是有希望的。通过全面的分层方法，本综述重点关注 (1) 初始行为筛查和预防，(2) 针对儿童发展和家庭文化定制的循证干预措施的实施，以及 (3) 精神科医生、心理学家、学校人员和家庭之间关于 ADHD 儿童治疗效果的评估合作，特别是当考虑药物治疗时。采用这些方法可以促进文化适应性实践，并提高为 ADHD 儿童提供的服务质量。
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