Attention Deficit Hyperactivity Disorder (ADHD) is one of the most contentious issues in education today. Currently, the behaviours that constitute ADHD are portrayed as resulting from an underlying medical/psychiatric disorder. We argue that this perspective on ADHD has little direct utility for educators and may actually be counterproductive in terms of assessment and intervention. For educators, the most appropriate perspective on ADHD is a functional one which views ADHD-like behaviours as a function of environment and student skills. This approach can be empirically validated and can serve to empower educators in working with children described as having ADHD.
|Number of pages||12|
|Journal||Educational and Child Psychology|
|Publication status||Published - 1 Jan 1998|