Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
A family-school homework intervention program for children with attention-deficit/hyperactivity disorder
Autore:
Habboushe, DF; Daniel-Crotty, S; Karustis, JL; Leff, SS; Costigan, TE; Goldstein, SG; Eiraldi, R; Power, TJ;
Indirizzi:
Univ Penn, Childrens Hosp Philadelphia, Sch Med, Dept Pediat Psychol, Philadelphia, PA 19104 USA Univ Penn Philadelphia PA USA 19104 t Psychol, Philadelphia, PA 19104 USA
Titolo Testata:
COGNITIVE AND BEHAVIORAL PRACTICE
fascicolo: 2, volume: 8, anno: 2001,
pagine: 123 - 136
SICI:
1077-7229(200121)8:2<123:AFHIPF>2.0.ZU;2-N
Fonte:
ISI
Lingua:
ENG
Soggetto:
DEFICIT HYPERACTIVITY DISORDER; CONJOINT BEHAVIORAL CONSULTATION; RESEARCH CRITERIA; TEACHER RATINGS; PARENT; ADHD; ACCEPTABILITY; ACHIEVEMENT; ADOLESCENTS; COMPLETION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
83
Recensione:
Indirizzi per estratti:
Indirizzo: Power, TJ Univ Penn, Childrens Hosp Philadelphia, Sch Med, Dept Pediat Psychol, 3405Civ Ctr Blvd, Philadelphia, PA 19104 USA Univ Penn 3405 Civ Ctr Blvd Philadelphia PA USA 19104 19104 USA
Citazione:
D.F. Habboushe et al., "A family-school homework intervention program for children with attention-deficit/hyperactivity disorder", COG BEHAV P, 8(2), 2001, pp. 123-136

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) typically have multiple problems with homework performance that may contribute to academic skills deficits and underachievement. Specialized interventions to address the homework problems of children with ADHD is greatly needed. A brief family-school training program to address the homework Problems of childrenwith ADHD is described. The Homework Success Program (HSP) involves group parent training in cognitive and behavioral principles and strategies that have empirical support in the literature. This program involves increasing parent understanding of their child's behavior and training in behavioral techniques to improve academic productivity and behavioral functioning. In addition, an emphasis is placed on improving goal-setting skills and increasing parent-teacher collaboration to address homework problems. Procedures for incorporating children into the intervention program are also included. Suggestions are made for assessing progress and outcomes in academic and behavioral functioning and parent-child interactions. Case illustrations are presented to demonstrate methods that may be useful in evaluating program effectiveness and to describe the types of outcomes that may occur when thisprogram is implemented. Future research directions and suggestions for implementing this program in community and school settings are discussed.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 29/01/20 alle ore 19:46:47