Skip to main content
SpringerLink
Log in

Effective Assessment and Intervention for Children with ADHD in Rural Elementary School Settings

  • Chapter
  • First Online:
Handbook of Rural School Mental Health

  • 1388 Accesses

Abstract

Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed neurobehavioral disorder of childhood, with current estimates indicating that almost one in ten children have been diagnosed at some point in their life. Symptoms associated with the disorder, including difficulty with sustained attention, impulse control, and activity modulation, are associated with a host of impairments in the school setting including social difficulties with peers and adults, academic underperformance, and classroom disruption. Due to these difficulties, children with ADHD present a significant need for school-based services and are at increased risk for negative outcomes such as grade retention, dropout, suspensions, and expulsions. This chapter discusses evidence-based assessment and intervention for children with ADHD in the school setting with a specific emphasis on considerations for common aspects of the rural context including poverty, mental health stigma, limited access to services, and limited providers.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    In addition to reviewing literature, the recommendations and experiences included herein are written from the point of view of authors located in the Appalachian region (Southeastern Ohio) of the United States.

  2. 2.

    Links to download the Disruptive Behavior Disorders Rating Scale, Strengths and Difficulties Questionnaire and the Impairment Rating Scale are available at http://www.oucirs.org/resources/educator&mhprofessional.

  3. 3.

    A target behavior interview template is available at http://www.oucirs.org/resources/dailyreportcard.

  4. 4.

    Resources can be found at http://effectivechildtherapy.fiu.edu/professionals.

  5. 5.

    American Academy of Child and Adolescent Psychiatry recommendations can be found at http://www.aacap.org/App_Themes/AACAP/docs/practice_parameters/jaacap_adhd_2007.pdf; also see http://ccf.fiu.edu/resources/printable-information/ as a helpful resource for caregivers.

References

  • Abikoff, H. B., Jensen, P. S., Arnold, L. L., Hoza, B., Hechtmen, L., Pollack, S., … Wigal, T. (2002). Observed classroom behavior of children with ADHD: Relationship to gender and comorbidity. Journal of Abnormal Child Psychology, 30, 349–359.

    Article  PubMed  Google Scholar 

  • Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213.

    Article  PubMed  Google Scholar 

  • Albright, A., Michael, K., Massey, C., Sale, R., Kirk, A., & Egan, T. (2013). An evaluation of an interdisciplinary rural school mental health programme in Appalachia. Advances in School Mental Health Promotion, (ahead-of-print), 1–14.

    Google Scholar 

  • Atkins, M. S., Frazier, S. L., Leathers, S. J., Graczyk, P. A., Talbott, E., Jakobsons, L., … Bell, C. C. (2008). Teacher key opinion leaders and mental health consultation in low-income urban schools. Journal of Consulting and Clinical Psychology, 76(5), 905.

    Article  PubMed  Google Scholar 

  • Atkins, M. S., Pelham, W. E., & Licht, M. H. (1985). A comparison of objective classroom measures and teacher ratings of attention deficit disorder. Journal of Abnormal Child Psychology, 13, 155–167.

    Article  PubMed  Google Scholar 

  • Barkley, R. A., Fischer, M., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective follow-up study. Journal of the American Academy of Child & Adolescent Psychiatry, 29, 546–557.

    Article  Google Scholar 

  • Brown-Chidsey, R., & Steege, M. W. (2010). Response to Intervention: Principles and Strategies for Effective Practice (2nd ed.). New York, NY: Guilford Press.

    Google Scholar 

  • Carlson, C. L., Mann, M., & Alexander, D. K. (2000). Effects of reward and response cost on the performance and motivation of children with ADHD. Cognitive Therapy and Research, 24, 87–98.

    Article  Google Scholar 

  • Carlson, C. L., Pelham, W. E., Milich, R., & Dixon, J. (1992). Single and combined effects of methylphenidate and behavior therapy on the classroom performance of children with attention-deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 20, 213–232.

    Article  PubMed  Google Scholar 

  • Coles, E. K., Pelham, W. E., Gnagy, E. M., Burrows-Maclean, L., Fabiano, G. A., Chacko, A., … Robb, J. A. (2005). A controlled evaluation of behavioral treatment with children with ADHD attending a Summer Treatment Program. Journal of Emotional and Behavioral Disorders, 13, 99–112.

    Article  Google Scholar 

  • Conners, C. K. (2002). Forty years of methylphenidate treatment in attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 6, 17–30.

    Article  Google Scholar 

  • Cunningham, C. E., Boyle, M., Offord, D., Racine, Y., Hundert, J., Secord, M., & McDonald, J. (2000). Tri-ministry study: Correlates of school-based parenting course utilization. Journal of Consulting and Clinical Psychology, 68, 928–933.

    Article  PubMed  Google Scholar 

  • Cunningham, C. E., Deal, K., Rimas, H., Buchanan, D. H., Gold, M., Sdao-Javrie, K., & Boyle, M. (2008). Modeling the information preferences of parents of children with mental health problems: A discrete choice conjoint experiment. Journal of Abnormal Child Psychology, 36, 1123–1138.

    Article  PubMed  Google Scholar 

  • DosReis, S., Mychailyszyn, M. P., Evans-Lacko, S. E., Beltran, A., Riley, A. W., & Myers, M. A. (2009). The meaning of attention-deficit/hyperactivity disorder medication and parents’ initiation and continuity of treatment for their child. Journal of Child and Adolescent Psychopharmacology, 19(4), 377–383.

    Article  PubMed  PubMed Central  Google Scholar 

  • Duncan, A. B., Velasquez, S. E., & Nelson, E. L. (2013). Using videoconferencing to provide psychological services to rural children and adolescents: A review and case example. Journal of Clinical Child & Adolescent Psychology, (ahead-of-print), 1–13

    Google Scholar 

  • Eiraldi, R. B., Mautone, J. A., & Power, T. J. (2012). Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics of North America, 21(1), 145.

    Article  PubMed  PubMed Central  Google Scholar 

  • Eklund, K., & Dowdy, E. (2013). Screening for behavioral and emotional risk versus traditional school identification methods. School Mental Health, 1–10.

    Google Scholar 

  • Epstein, M., Atkins, M., Culinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom. IES Practice Guide. (NCEE 2008-012). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • Evans, G. (2004). The environment of childhood poverty. American Psychologist, 59, 77–92.

    Article  PubMed  Google Scholar 

  • Evans, S. W., Owens, J. S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, ​43(4), 527–551.

    Google Scholar 

  • Evans, S. W., Owens, J. S., Mautone, J. A., DuPaul, G. D., & Power, T. J. (2014). Toward a comprehensive life-course model of care for youth with attention-deficit/hyperactivity disorder. In M. S. Weist, N. A. Lever, C. P. Bradshaw, & J. S. Owens (Eds.), Handbook of school mental health: Research, training, practice, and policy (2nd ed.pp. 413–426). New York, NY: Springer.

    Chapter  Google Scholar 

  • Evans, S. W., Rybak, T., Strickland, H., & Owens, J. S. (2014). The role of school mental health models in preventing and addressing children’s emotional and behavior problems. In H. M. Walker & F. M. Gresham (Eds.), Handbook of evidence-based practices for emotional and behavioral disorders (pp. 394–409). New York, NY: Guilford Press.

    Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Gnagy, E. M., Burrows-MacLean, L., Coles, E. K., Chacko, A., … Garefino, A. (2007). The single and combined effects of multiple intensities of behavior modification and methylphenidate for children with attention deficit hyperactivity disorder in a classroom setting. School Psychology Review, 36(2), 195.

    Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Jr., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., … Burrows-MacLean, L. (2006). A practical measure of impairment: Psychometric properties of the impairment rating scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369–385.

    Article  PubMed  Google Scholar 

  • Farahmand, F. K., Grant, K. E., Polo, A. J., Duffy, S. N., & Dubois, D. L. (2011). School-based mental health and behavioral programs for low-income, urban youth: A systematic and meta-analytic review. Clinical Psychology: Science and Practice, 18, 372–390.

    Google Scholar 

  • Fernandez, M. A., & Eyberg, S. M. (2009). Predicting treatment and follow-up attrition in parent–child interaction therapy. Journal of Abnormal Child Psychology, 37, 431–441.

    Article  PubMed  Google Scholar 

  • Girio-Herrera, E., Dvorsky, M., & Owens, J. S. (2014). Mental Health Screening in Kindergarten Youth: A multi-study examination of the concurrent and diagnostic validity of the impairment rating scale. Manuscript under review.

    Google Scholar 

  • Girio-Herrera, E. & Owens, J. S. (2011, February). Parent engagement and adherence to recommendations for at-risk Kindergarteners. In J. S. Owens (Chair) Impact of family factors on school based assessment and treatment. San Francisco, CA: Symposium at the Annual Conference for the National Association of School Psychologists.

    Google Scholar 

  • Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586.

    Article  PubMed  Google Scholar 

  • Greene, R., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of Emotional and Behavioral Disorders, 10, 79–89.

    Article  Google Scholar 

  • Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156–172.

    Google Scholar 

  • Harrison, J., Bunford, N., Evans, S. W., & Owens, J. S. (2013). Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research, 83, 551–597. Advance on-line publication

    Article  Google Scholar 

  • Holdaway, A. S., & Owens, J. S. (2015). The effects of training and consultation conditions on teachers’ self-reported likelihood of adoption of a daily report card. Journal of Educational Psychology, 107(1), 222–235.

    Google Scholar 

  • Hoza, B. (2007). Peer functioning in children with ADHD. Journal of Pediatric Psychology, 32, 655–663.

    Article  PubMed  Google Scholar 

  • Individuals with Disabilities Education Improvement Act of 2004 (2004). P.L. 108–446, 20 U.S.C. § 614 et seq.

    Google Scholar 

  • Kessler, R. C., Chiu, W. T., Demler, O., & Walters, E. E. (2005). Prevalence, severity, and comorbidity of 12-month DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62, 617.

    Article  PubMed  PubMed Central  Google Scholar 

  • Koerting, J., Smith, E., Knowles, M. M., Latter, S., Elsey, H., McCann, D. C., … Sonuga-Barke, E. J. (2013). Barriers to, and facilitators of, parenting programmes for childhood behaviour problems: a qualitative synthesis of studies of parents’ and professionals’ perceptions. European Child & Adolescent Psychiatry, 1–18.

    Google Scholar 

  • Krain, A. L., Kendall, P. C., & Power, T. J. (2005). The role of treatment acceptability in the initiation of treatment for ADHD. Journal of Attention Disorders, 9(2), 425–434.

    Article  PubMed  Google Scholar 

  • Langberg, J. M., Molina, B. S., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 40, 519–531.

    Article  Google Scholar 

  • Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32(6), 643–654.

    Article  PubMed  Google Scholar 

  • Lyon, A. R., Ludwig, K., Romano, E., Koltracht, J., Vander Stoep, A., & McCauley, E. (2014). Using modular psychotherapy in school mental health: Provider perspectives on intervention-setting fit. Journal of Clinical Child & Adolescent Psychology, 43(6), 890–901.

    Google Scholar 

  • Martinussen, R., Tannock, R., & Chaban, P. (2011). Teachers’ reported use of instructional and behavioral management practices for students with behavior problems: Relationship to role and level of training in ADHD. Child and Youth Care Forum, 40, 193–210.

    Article  Google Scholar 

  • McBride, B. A., Bae, J. H., & Wright, M. S. (2002). An examination of family–school partnership initiatives in rural prekindergarten programs. Early Education & Development, 13, 107–127.

    Article  Google Scholar 

  • Merwin, E., Hinton, I., Dembling, B., & Stern, S. (2003). Shortages of rural mental health professionals. Archives of Psychiatric Nursing, 17, 42–51.

    Article  PubMed  Google Scholar 

  • MTA Cooperative Group. (1999). 14-month randomized clinical trial of treatment strategies for attention deficit hyperactivity disorder. Arch Gen Psychiatry, 56, 1073–1086.

    Article  Google Scholar 

  • National Center for Education Statistics. (2007). Status of education in rural America. Alexandria, VA: Author. Retrieved from http://nces.ed.gov/pubs2007/ruraled/

    Google Scholar 

  • Ogg, J., Fefer, S., Sundman-Wheat, A., McMahan, M., Stewart, T., Chappel, C., & Bateman, L. (2013). School-based assessment of ADHD: Purpose, alignment with best practice guidelines and training. Journal of Applied School Psychology, 29, 305–327.

    Article  Google Scholar 

  • Owens, J. S., Holdaway, A. S., Zoromski, A. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., & Murphy, C. (2012). Incremental benefits of a daily report card intervention over time for youth with disruptive behavior. Behavior Therapy, 43, 848–861.

    Article  PubMed  Google Scholar 

  • Owens, J. S., Murphy, C. E., Richerson, L., Girio, E. L., & Himawan, L. K. (2008). Science to practice in underserved communities: The effectiveness of school mental health programming. Journal of Clinical Child and Adolescent Psychology, 37, 434–447.

    Article  PubMed  Google Scholar 

  • Owens, J. S., Richerson, L., Murphy, C. E., Jagelewski, A., & Rossi, L. (2007). The parent perspective: Informing the cultural sensitivity of parenting programs in rural communities. Child and Youth Care Forum, 36, 179–194.

    Article  Google Scholar 

  • Owens, J. S., Storer, J., Holdaway, A. S., Serrano, V. J. Watabe, Y., Krelko, R., Vause, K. & Girio-Herrera, E. (2014). Mental health screening at Kindergarten entry: The predictive validity of parent report. Manuscript under review.

    Google Scholar 

  • Owens, J. S., Watabe, Y., & Michael, K. (2013). Culturally responsive school mental health in rural communities. In C. S. Clauss-Ehlers, Z. Serpell, & M. D. Weist (Eds.), Handbook of culturally responsive school mental health: Advancing research, training, practice, and policy (pp. 31–42). New York, NY: Springer.

    Chapter  Google Scholar 

  • Pelham, W. E., Burrows-MacLean, L., Gnagy, E. M., Fabiano, G. A., Coles, E. K., Wymbs, B. T., … Waschbusch, D. A. (2014). A dose-ranging study of behavioral and pharmacological treatment in social settings for children with ADHD. Journal of Abnormal Child Psychology, 42, 1019–1031.

    Article  PubMed  PubMed Central  Google Scholar 

  • Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34(3), 449–476.

    Article  PubMed  Google Scholar 

  • Pelham, W. E. Jr, Fabiano, G. A., Waxmonsky, J., Greiner, A., Hoffman, M., Murphy, S. et al. (2008, June). Adaptive pharmacological and behavioral treatments for children with ADHD: Sequencing, combining, and escalating doses. Poster presented at the Institute of Educational Sciences’ Third Annual Research Conference, Washington, DC.

    Google Scholar 

  • Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 31(2), 210–218.

    Article  Google Scholar 

  • Prater, D. L., Bermudez, A. B., & Owens, E. (1997). Examining parental involvement in rural, urban, and suburban schools. Journal of Research in Rural Education, 13, 72–75.

    Google Scholar 

  • Pullmann, M. D., VanHooser, S., Hoffman, C., & Heflinger, C. A. (2010). Barriers to and supports of family participation in a rural system of care for children with serious emotional problems. Community Mental Health Journal, 46, 211–220.

    Article  PubMed  Google Scholar 

  • Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, P. (2011) Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly 26(1):1–13

    Google Scholar 

  • Rieppi, R., Greenhill, L. L., Ford, R. E., Chuang, S., Wu, M., Davies, M., … Wigal, T. (2002). Socioeconomic status as a moderator of ADHD treatment outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 41(3), 269–277.

    Article  Google Scholar 

  • Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.

    Article  PubMed  Google Scholar 

  • Scheffler, R. M., Brown, T. T., Fulton, B. D., Hinshaw, S. P., Levine, P., & Stone, S. (2009). Positive association between attention-deficit/hyperactivity disorder medication use and academic achievement during elementary school. Pediatrics, 123, 1273–1279.

    Article  PubMed  Google Scholar 

  • Slade, E. (2003). The relationship between school characteristics and the availability of mental health and related health services in middle and high schools in the United States. The Journal of Behavioral Health Services & Research, 30, 382–392.

    Article  Google Scholar 

  • Smalley, K. B., Yancey, C. T., Warren, J. C., Naufel, K., Ryan, R., & Pugh, J. L. (2010). Rural mental health and psychological treatment: A review for practitioners. Journal of Clinical Psychology, 66, 479–489.

    PubMed  Google Scholar 

  • Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of individualized education program and 504 plans of young adolescents with attention deficit/hyperactivity disorder. Manuscript under review.

    Google Scholar 

  • Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., … Wu, M. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and ODD symptoms at the end of treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 168–179.

    Article  PubMed  Google Scholar 

  • US Department of Health and Human Services (US DHHS), Health Resources and Services Administration, Maternal and Child Health Bureau. (2005). The National Survey of Children’s Health 2003. Rockville, MD: Author.

    Google Scholar 

  • Visser, S. N., Danielson, M. L., Bitsko, R. H., Holbrook, J. R., Kogan, M. D., Ghandour, R. M., … Blumberg, S. J. (2014). Trends in the parent-report of health care provider-diagnosed and medicated attention-deficit/hyperactivity disorder: United States, 2003–2011. Journal of the American Academy of Child & Adolescent Psychiatry, 53, 34–46.

    Article  Google Scholar 

  • Volpe, R. J., & Fabiano, G. A. (2013). Daily behavior report cards: An evidence-based system of assessment and intervention. New York: Guilford Press.

    Google Scholar 

  • Vujnovic, R. K., Holdaway, A. S., Owens, J. S., & Fabiano, G. A. (2014). Response to intervention for youth with attention-deficit/hyperactivity disorder: Incorporating an evidence-based intervention within a multi-tiered framework. In M. S. Weist, N. A. Lever, C. P. Bradshaw, & J. S. Owens (Eds.), Handbook of school mental health: Research, training, practice, and policy (2nd ed.pp. 399–412). New York, NY: Springer.

    Chapter  Google Scholar 

  • Walker, H. M., Seeley, J., Small, J. R., Severson, J., Graham, H. H., Feil, B. A., … Forness, S. R. (2009). A randomized controlled trial of the first step to success early intervention: Demonstration of program efficacy outcomes in a diverse, urban school district. Journal of Emotional and Behavioral Disorders, 17, 197–212.

    Article  Google Scholar 

  • Waschbusch, D. A., Cunningham, C. E., Pelham, W. E., Jr., Rimas, H. L., Greiner, A. R., Gnagy, E. M., … Hoffman, M. T. (2011). A discrete choice conjoint experiment to evaluate parent preferences for treatment of young, medication naive children with ADHD. Journal of Clinical Child & Adolescent Psychology, 40(4), 546–561.

    Article  Google Scholar 

  • Watabe, Y., Stewart, J. L., & Owens, J. S. (2013). Effectiveness and sustainability of school-based intervention for youth with or at risk for ADHD. School Mental Health, 5, 83–95.

    Article  Google Scholar 

  • Waxmonsky, J. G. (2005). Nonstimulant therapies for attention-deficit hyperactivity disorder (ADHD) in children and adults. Essential Psychopharmacology, 6, 262–276.

    PubMed  Google Scholar 

  • Webster-Stratton, C., Rinaldi, J., & Reid, J. M. (2010). Long-term outcomes of Incredible Years parenting program: Predictors of adolescent adjustment. Child and Adolescent Mental Health, 16, 38–46.

    Article  Google Scholar 

  • Weist, M. D., Lever, N. A., Bradshaw, C. P., & Owens, J. S. (Eds.). (2014). Handbook of school mental health: Research, training, practice, and policy (2nd ed.). New York, NY: Springer.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, Ohio University, Porter Hall 200, Athens, OH, 45701, USA

    Alex S. Holdaway, Verenea J. Serrano & Julie Sarno Owens

Authors
  1. Alex S. Holdaway
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Verenea J. Serrano
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Julie Sarno Owens
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Julie Sarno Owens .

Editor information

Editors and Affiliations

  1. Department of Psychology, Appalachian State University, Boone, North Carolina, USA

    Kurt D. Michael

  2. Department of Psychology, Appalachian State University, Boone, North Carolina, USA

    John Paul Jameson

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Holdaway, A.S., Serrano, V.J., Owens, J.S. (2017). Effective Assessment and Intervention for Children with ADHD in Rural Elementary School Settings. In: Michael, K., Jameson, J. (eds) Handbook of Rural School Mental Health. Springer, Cham. https://doi.org/10.1007/978-3-319-64735-7_8

Download citation

Publish with us

Policies and ethics

Search

Navigation