Promoting family and school success for children with adhd: Strengthening relationships while building skills
Theory into Practice
Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not sufficient. The purpose of this article is to describe a family-school intervention for children with ADHD. In addition, program strategies and theoretical bases are discussed. © The College of Education and Human Ecology, The Ohio State University.
Department of Psychology
Original Publication Date
DOI of published version
Mautone, Jennifer A.; Lefler, Elizabeth K.; and Power, Thomas J., "Promoting family and school success for children with adhd: Strengthening relationships while building skills" (2011). Faculty Publications. 1884.