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Toward a Comprehensive Life-Course Model of Care for Youth with Attention-Deficit/Hyperactivity Disorder

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Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Students with ADHD and other emotional and behavioral disorders exhibit serious social, behavioral and academic problems in school and are at elevated risk for many poor long-term outcomes. Although there are models and guidelines for organizing services for these youth and guiding intervention decisions, we propose that they have limitations and some prioritize short-term benefits. As an alternative to these models, we propose a life-course model that is founded on establishing a priority for services that will enhance long-term competencies and help students independently meet age-appropriate expectations. The life-course model organizes services into four layers of care and guided by seven principles of service delivery. We provide the rationale for the model and describe its application to care for school and community based services for children and adolescents with ADHD.

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Notes

  1. 1.

    1 We will use the word “children” throughout the chapter to refer to both children and adolescents.

  2. 2.

    2We define accommodations as changes to practices in schools that hold the student to the same statewide standard but provide a differential boost to mitigate the impact of the disability on access (“level the playing field”) to the general education curriculum. Interventions are changes made through a systematic process to develop or improve knowledge, skills, behaviors, cognitions, or emotions (Harrison, Bunford, Evans & Owens, 2012). Accommoda-tions represent changes to the environment to help children with ADHD succeed, but do not necessarily develop student competencies; in contrast, interventions facilitate change in student competencies.

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Authors and Affiliations

  1. Department of Psychology, Center for Intervention Research in Schools, Ohio University, Athens, OH, USA

    Steven W. Evans & Julie Sarno Owens

  2. The Children’s Hospital of Philadelphia, Philadelphia, USA

    Jennifer A. Mautone

  3. Lehigh University, Bethlehem, USA

    George J. DuPaul

  4. The Children’s Hospital of Philadelphia, University of Pennsylvania Perelman School of Medicine, Philadelphia, USA

    Thomas J. Power

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  1. Steven W. Evans
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  2. Julie Sarno Owens
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  3. Jennifer A. Mautone
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  4. George J. DuPaul
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  5. Thomas J. Power
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Editor information

Editors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, South Carolina, USA

    Mark D. Weist

  2. Department of Psychiatry, University of Maryland School of Medicine, Baltimore, Maryland, USA

    Nancy A. Lever

  3. Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA

    Catherine P. Bradshaw

  4. Department of Psychology, Ohio University, Athens, Ohio, USA

    Julie Sarno Owens

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Evans, S.W., Owens, J., Mautone, J.A., DuPaul, G.J., Power, T.J. (2014). Toward a Comprehensive Life-Course Model of Care for Youth with Attention-Deficit/Hyperactivity Disorder. In: Weist, M., Lever, N., Bradshaw, C., Owens, J. (eds) Handbook of School Mental Health. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7624-5_30

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