Have recent changes to how schools find and help struggling students affected by ADHD left you a bit confused?
These efforts have been called by several different names, including “response-to-intervention,” “positive behavior intervention and support,” and “multi-tiered systems of support.” For the past 15 years schools have been using them to provide students with academic or behavioral challenges with preventive, remedial and special education services.
These new ways have affected how schools meet the educational needs of students affected by ADHD. They can increase support for teachers, better let students know what is expected from them and provide helpful programs to address student needs. In some places, though, this has led to high expectations for classroom assistance by teachers before there is a referral for special education.
Dr. Ann Schulte will discuss how this came about and how it has changed over time. She’ll use examples from research and her own work as a school psychologist to help explain these new ways of getting help for students affected by ADHD.
About Ann Schulte, PhD: Ann Schulte, PhD, is a Research Professor at the T. Denny Sanford School of Social and Family Dynamics at Arizona State University and Professor Emerita of psychology at North Carolina State University. Prior to joining the faculty at ASU, she was a clinician in the Attention Disorders Program at Duke University Medical Center and a clinical supervisor on the National Institute of Mental Health’s Multimodal Treatment of ADHD Study. Dr. Schulte’s research interests center on improving the quality of services and educational outcomes for children with learning disorders, ranging from school responses to children with reading difficulties to children with disabilities in high-stakes testing programs.
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