Children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disabilities (SLD) face similar academic and behavioral challenges. Although combined behavioral and academic interventions (AIs) are among the most effective for each disability, a child's diagnostic label and teacher self-efficacy may influence teacher…

Autism spectrum disorder and attention deficit/hyperactivity disorder are neurodevelopmental disorders with high rates of co-occurrence. However, there is a dearth of large, nationally representative studies examining the prevalence of co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder among children. The aim of…

This article applies the insight of culturally relevant pedagogy to neurodiversity. The neurodiversity paradigm reframes autism, ADHD, dyslexia, and other neurodevelopmental conditions as natural human diversity rather than disorders to be cured. Culturally relevant pedagogy (CRP) is an equitable approach to teaching that proactively includes…

Multi-tiered behavioral classroom interventions are particularly important for students with or at risk for ADHD or other externalizing behaviors. Teachers often use these interventions infrequently or not as designed, and little is known about the barriers and facilitators to their use, especially from the teachers' perspective. Using an…

This article reports on the perceptions of single parents on their parenting styles in raising their children living with attention-deficit/hyperactive disorder (ADHD). Purposive sampling was used to collect the sample group. The study comprised 10 female participants of white, Indian, and coloured descent with a mean age of 35.6 years. The…

Only limited research has been completed that examines the impact of teaching outlining on improving ADHD students' writing skills and perceptions about writing. An abundance of research demonstrates high school students with ADHD struggle with writing and organization skills. This study investigated the impact of using the POW + TREE outlining…

Attention-deficit/hyperactivity disorder (ADHD) is characterized by multiple symptoms related to either hyperactivity/impulsivity or inattention and significant impairment. College students with ADHD experience greater impairment than their typical peers, including substance use behaviors. Although the use of alcohol, tobacco, and illicit drugs is…

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to have difficulty regulating their emotions and behaviors, which can have adverse academic and social effects (e.g., academic underachievement, failing grades, grade retention, suspensions, expulsions, school dropout, and peer rejection). Possible interventions that have…

Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are highly heritable neurodevelopmental disorders that frequently co-occur. Both rare and common genetic variants are important for ASD and ADHD risk but their combined contribution to clinical heterogeneity is unclear. In a sample of 39 ASD and/or ADHD families we…

Among preschool children referred for psychological assessment and intervention, attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed disorder. In order to create school-based interventions that are consistently and effectively implemented by teachers, it is important to understand teachers' knowledge and beliefs about…

Shared difficulties with cognitive control may play a role in co-occurring mental health problems frequently observed in autistic children. We investigated how different cognitive control processes (inhibitory control, conflict resolution, cognitive flexibility) associated with traits of autism spectrum disorder (ASD),…

Until the advent of the DSM-5, the diagnostic systems excluded diagnosis of Attention-Deficit/Hyperactivity Disorder (AD/HD) and Autism in the same child. However, much debate exists surrounding the validity of this exclusion, with a number of studies identifying individuals who meet the diagnostic criteria for both disorders. The aim of this…

Background: Adolescent-specific ADHD self-report screening measures can greatly increase the likelihood of correct diagnosis and timely treatment of ADHD in adolescents. This study provides preliminary evidence for evaluating the reliability and validity of the Adult ADHD Self-Report Scale-Revised (ASRS-R) in a school-based sample of Chinese…

Objective: Many treatment engagement challenges are documented for adolescents with ADHD. Across contexts, helping professionals (i.e., therapists, prescribers, educators, coaches) might benefit from an engagement strategy toolbox to facilitate work with adolescents with ADHD and their families. Method: The current study describes the development…

Teacher reports are one of the most valued methods when conducting school-based screening, identification, and treatment planning for attention-deficit/hyperactivity disorder (ADHD). Yet, wide cross-national variations in the administrative diagnosis of ADHD have raised concerns about the potential impact of cultural bias on teachers' assessments.…