Damico J S, Augustine L E, Hayes P A
University of Southwestern Louisiana, Lafayette 70504, USA.
Semin Speech Lang. 1996 Feb;17(1):5-19. doi: 10.1055/s-2008-1064085.
Speech-language pathologists need to embrace new models of service delivery if their work with children having ADHD is to be successful. Old models that are oriented toward deficits have proven to be ineffective, but application of a systems-theory approach from the social sciences to ADHD, together with support from recent educational research, provides a contextually-related model of service delivery. This model is discussed in terms of three major issues--identifying and describing students with ADHD, helping them overcome their problems, and meeting the needs of their teachers and parents--and how it may guide more effective assessment and intervention of ADHD students in educational settings.
如果言语语言病理学家要成功地与患有注意力缺陷多动障碍（ADHD）的儿童开展工作，就需要采用新的服务提供模式。事实证明，以缺陷为导向的旧模式是无效的，但将社会科学中的系统理论方法应用于ADHD，并结合近期教育研究的支持，可提供一种与情境相关的服务提供模式。本文将从三个主要问题——识别和描述患有ADHD的学生、帮助他们克服问题以及满足他们的教师和家长的需求——来讨论该模式，以及它如何指导在教育环境中对ADHD学生进行更有效的评估和干预。
