Management of ADHD in Children and Young People – Chapter 10: School and classroom strategies for the teaching and management of children with ADHD (ebook)


Chapter 10 – School and classroom strategies for the teaching and management of children with ADHD (ebook)

School will provide a number of challenges for children with ADHD, their teachers, their peers and for the parents/carers of the child concerned. This chapter considers some of the options available to increase the likelihood of successful outcomes in school, with particular reference to the UK. The impact of a child with ADHD on both the classroom and non-classroom time within a school community should not be underestimated, but there can be many positives as well as challenges. The key is both to acknowledge the specific learning, behavioural and socialisation needs of each child and then to adapt systems and strategies to meet those needs and develop strengths further.

About the book

This book is an accessible and practical guide on all aspects of assessment of children and young people with Attention Deficit Hyperactivity Disorder (ADHD) and how they can be managed successfully. The multi-professional team of authors discusses referral, assessment and diagnosis, psychological management, pharmacological management, and co-existing conditions, as well as ADHD in the school setting. New research on girls with ADHD is also featured. Case scenarios are included that bring these topics to life.

From the Foreword by Dr Duncan Manders:

The topics covered in this book reflect the questions clinicians working in the specialities of child and adolescent psychiatry or paediatrics frequently want answered and so would be ideal for training grade clinicians. The authors have used their expertise of delivering teaching to ensure that their content is clear and understandable to all. This book is not a simple introduction to the subject; clinicians from all backgrounds in children’s services, and at all levels of seniority will find something of value or interest, whether it be seeking validation for their current clinical practice or new insights into how to approach clinical challenges. As the science basis expands, our understanding of the neurobiology of this condition will increase; however, th eneed for access to the experience of clinicans who have been delivering care to this group of children and young people will remain irreplaceable. This book thoroughly fulfills that need.


Readership: neurodisability and community paediatricians, child and adolescent psychiatrists, specialist nurses, psychologists,  education professionals and  parents and carers.