ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD. Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals: Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Offers practical guidance on setting up programs that address individual and classroom issues. School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.

Provides the most current guidance for school psychologists on working with the ADHD student in the school setting Focuses on the school's role in the identification of ADHD Focuses on the assessment, identification, and treatment of students in the school context Offers guidance on the legal issues generated by federal regulations that all schools must be prepared to address Explores the specific treatment issues to which schools must be attentive Highly practical and applied in its orientation gives readers direction that they can immediately follow in their school-based practice Includes supplementary material: sn.pub/extras

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Dr. Stephen E. Brock, NCSP, is a professor at California State University Sacramento. Previously, he worked for 18 years as a school psychologist with the Lodi Unified School District (the last six of which included assignments as Lead Psychologist). His professional preparation includes a Ph.D. at the University of California, Davis where he researched AD/HD, and was one of the first researchers to identify the reading comprehension deficits often found among students with AD/HD. Dr. Brock currently serves on the editorial boards of both state and national school psychology association newsletters and is an Associate Editor of The California School Psychologist (a peer peer-reviewed journal with the second largest distribution of school psychology journals in the United States). He is Past-President of the California Association of School Psychologists and a member of the National Association of School Psychologists Delegate Assembly and its Executive Counsel. Dr. Brock has authored over 140 publications (including four books) and has made over 65 referred or invited state/national conference presentations. In addition to AD/HD, his academic work has included study of school crisis response, suicide prevention, autism, behavioral interventions, violence prevention, threat assessment, child development, and reading comprehension.
Dr. Shane R. Jimerson, NCSP, is a professor at the University of California, Santa Barbara and the author and co-author of numerous journal articles, chapters, and books. He has instructed graduate level seminars in Developmental Psychopathology during the past six years, and his scholarship and contributions to the field have been recognized nationally. For example, he received the Best Research Article Award from the Society for the Study of School Psychology in 1998 and again in 2000. He also received the 2001 Outstanding Research Article of the Year from the National Association of School Psychologists / School Psychology Review.Dr. Jimerson also received the 2002 Early Career Scholar Award from the American Educational Research Association: Division E Human Development. During 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association. In addition to his scholarly writing, Dr. Jimerson has provided related lectures and presentations at conferences and other professional sessions throughout the state, across the nation, and around the world. Dr. Jimerson is also the co-author of a 5 book Mourning Child Grief Support Group Curriculum series (published by Taylor and Francis 2001). He is the Editor of The California School Psychologist journal, an Associate Editor of School Psychology Review, and serves on the Editorial Boards of the Journal of School Psychology, School Psychology Quarterly, Journal of Early Childhood Research and Practice, and also provides professional reviews of manuscripts for Psychology in the Schools, Review of Educational Research, and Journal of Educational Psychology.
Dr. Robin L. Hansen, M.D., is a professor at the University of California, Davis Medical Center; Director of Clinical Programs, M.I.N.D. Institute; and Chief of Developmental-Behavioral Pediatrics. She is the author and co-author of numerous journal articles and book chapters. Her professional preparation includes a M.D. at the University of California, Davis; Residency at the Oakland Children's Hospital and Medical Center; and Fellowship at the John F. Kennedy Child Development Center, University of Colorado Health Sciences Center. Dr. Hansen is a developmental-behavioral pediatrician and researcher with vast experience in treating children with neurodevelopmental problems, including pervasive developmental disorder, autism, learning disorders, and attention deficits. She heads a multidisciplinary clinic that diagnoses children, plans and initiates intervention strategies, and works closely withpatient families. Her clinical research has included the etiologic diagnosis of pervasive developmental disorders such as autism.

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Causes.- Prevalence and Associated Conditions.- Case Finding and Screening.- Diagnostic Assessment.- Psycho-educational Assessment.- Treatment.