ADHD and classroom-based interventions effectiveness: Rationale and principles of an individual consultation program

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Reference

Nadeau MF, Normandeau S, Massé L. (2015). ADHD and classroom-based interventions effectiveness: Rationale and principles of an individual consultation program. Revue de psychoéducation. 44(1): 1-23.

Abstract

The extent of the symptoms and consequences associated with attention deficit hyperactivity disorder (ADHD) on the child functioning in school requires interventions fostering his academic and psychosocial adjustment. Besides medication, interventions within the classroom are recognized as being efficient in bringing a significant improvement of the school functioning of the student with ADHD. However, in a context of inclusive education in a regular class, teachers reported having a fragmented knowledge of typical ADHD behaviors and being very little inclined in planning and implementing coherently the privileged interventions to help those students. In fact, several studies are pointing the needs to promote transfer of the privileged practices in the natural environment of the student. This article is part of a process of development and effectiveness evaluation of a consultation-based program for teachers (CPT) of elementary school children with ADHD (Nadeau, Normandeau et Massé, 2012). The aim of the present article is to describe the rationale and the premises, which have contributed to the development of the CPT, by putting forward a brief overview of knowledge about ADHD and by describing the methodology selected and the principles that have guided the elaboration of the CPT and its implementation. Finally, a few thoughts addressing the benefits and limitations of the CPT will serve as a basis to guide future orientation to consider for a successful inclusive education.

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