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Direct linkLaracy, Seth D.; Ridgard, Tamique J.; DuPaul, George J. – Communique, 2015
Studies have shown that sleep is critical to students' functioning at school. School psychologists can effectively assess sleep habits in only a few minutes and can often improve students' sleep with brief interventions. This article reviews the importance of sleep and provides school psychologists with strategies for assessment and intervention.…
Descriptors: Sleep, Guidelines, Intervention, School Psychologists
DuPaul, George J.; Power, Thomas J.; Evans, Steven W.; Mautone, Jennifer A.; Owens, Julie Sarno – Communique, 2016
In July 2016, the U.S. Department of Education Office for Civil Rights (OCR) issued two documents to clarify and provide guidance on Federal obligations of school districts to students with attention deficit hyperactivity disorder (ADHD) under Section 504. This action was in response to numerous complaints (approximately 2,000 over 5 years)…
Descriptors: Attention Deficit Hyperactivity Disorder, Disabilities, Federal Legislation, Elementary Secondary Education
Ridgard, Tamique J.; Laracy, Seth D.; DuPaul, George J.; Shapiro, Edward S.; Power, Thomas J. – Communique, 2015
The mental health field has long recognized the negative consequences associated with a range of traumatic events, including physical assault, sexual assault, natural or man-made disasters, accidents, and medical incidents (American Psychiatric Association [APA], 2013). The shockingly high prevalence of exposure to violence among America's…
Descriptors: Trauma, Social Justice, Rape, Violence
DuPaul, George J.; Jimerson, Shane R. – School Psychology Quarterly, 2014
Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Problems, Academic Achievement, Role
Wolraich, Mark L.; DuPaul, George J. – Brookes Publishing Company, 2010
Effective, "integrated" care across clinical, classroom, and home settings: that's what every student with ADHD needs to achieve academic and social success. Now professionals have one complete, highly accessible guide to delivering this kind of coordinated treatment for children in Grades 1-8. Aligned with the AAP's new guidelines for ADHD…
Descriptors: School Psychologists, Academic Achievement, Identification, Guidelines
DuPaul, George J.; Weyandt, Lisa L.; Janusis, Grace M. – Theory Into Practice, 2011
School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD…
Descriptors: Attention Deficit Hyperactivity Disorder, School Psychologists, Academic Achievement, Ancillary School Services
Peer reviewedPower, Thomas J.; DuPaul, George J. – School Psychology Review, 1996
This miniseries summarizes the major modifications in the "Diagnostic and Statistical Manual of Mental Disorders" (DSM), and evaluates research pertaining to the changes made in the criteria for diagnoses. States that it is important for school psychologists to understand the contributions and limitations of the DSM because they often…
Descriptors: Attention Deficit Disorders, Child Health, Classification, Elementary Secondary Education
Peer reviewedPower, Thomas J.; DuPaul, George J. – School Psychology Review, 1996
Describes major modifications in diagnostic criteria for attention-deficit hyperactivity disorder (ADHD) reflected in Diagnostic Statistical Manual of Mental Disorders (DSM), summarizing pertinent research. Discusses clinical utility and limitations of DSM-IV with regard to the practice of school psychology. Gives specific suggestions to guide…
Descriptors: Attention Deficit Disorders, Child Behavior, Clinical Diagnosis, Hyperactivity
Eckert, Tanya L.; Miller, David N.; DuPaul, George J.; Riley-Tillman, T. Christopher – School Psychology Review, 2003
From a random sample of members of the 1996-1997 membership directory of the National Association of School Psychologists (NASP), school psychologists' acceptability ratings of three school-based programs for the prevention of adolescent suicide were examined. A total of 211 (46.2%) respondents read a case description of a particular prevention…
Descriptors: Prevention, School Psychologists, Suicide, Adolescents
Peer reviewedDuPaul, George J. – School Psychology Quarterly, 1992
Considers that children exhibiting frequent problems with inattention, impulsivity, and overactivity in classroom settings may be at risk for Attention-Deficit Hyperactivity Disorder (ADHD). Describes four-stage model for school-based assessment of ADHD which includes screening techniques, multimethod assessment, interpretation of results, and…
Descriptors: Attention Deficit Disorders, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
DuPaul, George J.; Carlson, John S. – School Psychology Quarterly, 2005
Psychopharmacological treatments have been used with increased frequency to treat a variety of internalizing and externalizing disorders in children. Given the potential impact that medication has on children's school performance, school psychologists should be involved in helping physicians and families make effective decisions by assisting with…
Descriptors: Pharmacology, School Psychologists, Outcomes of Treatment, Drug Therapy
Peer reviewedPower, Thomas J.; DuPaul, George J.; Shapiro, Edward S.; Parrish, John M. – School Psychology Review, 1995
Pediatric school psychologists, experts in services to children with medical conditions, are needed in light of changes in public policy and educational practice. The role of a pediatric school psychologist might include advocating for childrens' social and educational needs, evaluating efficacy of intervention, and facilitating effective…
Descriptors: Childhood Needs, Children, Demonstration Programs, Diseases
Peer reviewedMiller, David N.; DuPaul, George J.; Lutz, J. Gary – School Psychology Quarterly, 2002
Examines the acceptability and effectiveness ratings of three psychosocial interventions for childhood depression among school psychologist practitioners. Interventions included cognitive restructuring, self-control therapy, and social skills training. Cognitive restructuring and self-control therapy were rated as significantly more acceptable and…
Descriptors: Children, Cognitive Restructuring, Counseling Effectiveness, Counselor Attitudes
Gureasko-Moore, David P.; DuPaul, George J.; Power, Thomas J. – School Psychology Review, 2005
Attention-Deficit/Hyperactivity Disorder (ADHD) is commonly treated with stimulant medications, and several models for school-based medication monitoring have been proposed. Nevertheless, there is a paucity of research examining the prevalence of medication monitoring. A survey examining the medication monitoring practices of school psychologists…
Descriptors: Stimulants, Psychologists, School Psychologists, Hyperactivity
Peer reviewedDuPaul, George J.; And Others – School Psychology Review, 1991
Information is presented to familiarize school psychologists with (1) behavioral effects and side-effects associated with stimulant medications used for the Attention-Deficit Hyperactivity Disorder (ADHD); (2) factors to consider in recommending medicine trials for individual children; (3) methods to assess treatment response within schools; and…
Descriptors: Attention Deficit Disorders, Behavior Disorders, Children, Counselor Role
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