TY - JOUR
T1 - Small group intervention for children with attention disorders.
AU - Houck, Gail M.
AU - King, Mary Catherine
AU - Tomlinson, Bill
AU - Vrabel, Ann
AU - Wecks, Kathleen
PY - 2002/8
Y1 - 2002/8
N2 - Children with attention disorders can experience adverse long-term effects on academic performance, vocational success, and socioemotional development. They experience some level of functional impairment that extends across settings, including the home and school. In combination with medication, group interventions with school-age children were found to be effective for enhancing social behavior. This article describes two practice improvement projects that provided group experiences for children with attention-deficit/hyperactivity disorder (ADHD) symptoms, including disruptive behavior. Four skill domains were addressed: communication, friendship, self-control, and social problem solving. One project provided activities for early school-age children with ADHD who were treated with medication only. Another provided a support group on self-management for freshman boys with ADHD who were also treated with medication only. In both projects, the disruptive behavior of the participants decreased by the end of the group sessions.
AB - Children with attention disorders can experience adverse long-term effects on academic performance, vocational success, and socioemotional development. They experience some level of functional impairment that extends across settings, including the home and school. In combination with medication, group interventions with school-age children were found to be effective for enhancing social behavior. This article describes two practice improvement projects that provided group experiences for children with attention-deficit/hyperactivity disorder (ADHD) symptoms, including disruptive behavior. Four skill domains were addressed: communication, friendship, self-control, and social problem solving. One project provided activities for early school-age children with ADHD who were treated with medication only. Another provided a support group on self-management for freshman boys with ADHD who were also treated with medication only. In both projects, the disruptive behavior of the participants decreased by the end of the group sessions.
UR - http://www.scopus.com/inward/record.url?scp=0036674948&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036674948&partnerID=8YFLogxK
U2 - 10.1177/10598405020180040601
DO - 10.1177/10598405020180040601
M3 - Review article
C2 - 2002151444
AN - SCOPUS:0036674948
SN - 1059-8405
VL - 18
SP - 196
EP - 200
JO - The Journal of school nursing : the official publication of the National Association of School Nurses
JF - The Journal of school nursing : the official publication of the National Association of School Nurses
IS - 4
ER -