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

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.