References | Preschoolers with ADHD

CHARACTERISTICS OF ADHD

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Faraone, S. V., Biederman, J., & Mick, E. (2006). The age-dependent decline of attention deficit hyperactivity disorder: A meta-analysis of follow-up studies. Psychological Medicine, 36(2), 159-165.

Ministry Of Health Singapore. (2014). Attention deficit hyperactivity disorder: Clinical practice guidelines [PDF document]. Retrieved from http://www.moh.gov.sg/cpg

Thapar, A., Cooper, M., Eyre, O., & Langley, K. (2013). What have we learnt about the causes of ADHD? Journal of Child Psychological Psychiatry, 54(1), 3-16.

Woo, B. S., Ng, T. P., Fung, D. S., Chan, Y. H., Lee, Y. P., Koh, J. B., et al. (2007). Emotional and behavioural problems in Singaporean children based on parent, teacher and child reports. Singapore Medical Journal, 48(12), 1100-1106.

KEY ISSUES IN ADHD AND EI IN SINGAPORE

ADHD: Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. (2011). PEDIATRICS, 128(5), 1007-1022. doi:10.1542/peds.2011-2654

American Academy of Pediatrics. (2011). ADHD: Clinical practice guidelines for the diagnosis, evaluation and treatment of attention/deficit-hyperactivity disorder in children and adolescents. Pediatrics, 128, 1007–1022. doi:10.1542/peds.2011-2654

American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth edition: DSM-5. Washington: American Psychiatric Association

Balázs, J. & Keresztény, Á. (2014). Subthreshold attention deficit hyperactivity in children and adolescents: a systematic review. European Child & Adolescent Psychiatry, 23(6), 393-408. doi:10.1007/s00787-013-0514-7

Barbaresi, W., & Olsen, R. (1998). An ADHD educational intervention for elementary school teachers: A pilot study. Developmental and Behavioural Pediatrics, 19, 94 - 100.

Barkley, R. A., Shelton, T. L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S. & Metevia, L. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology and Psychiatry, 41(03), 319-332. doi:10.1111/1469-7610.00616

Biederman, J., Kwon, A., Aleardi, M., Chouninard, V., Marino, T., Cole, H., Mick, E., & Faraone, S.V. (2005). Absence of gender effects on attention deficit hyperactivity disorder: Findings in nonreferred subjects. American Journal of Psychiatry, 162, 1083 - 1089.

Bufferd, S., Dougherty, L., Carlson, G., Rose, S., & Klein, D. (2012). Psychiatric Disorders in Preschoolers: Continuity From Ages 3 to 6. American Journal Of Psychiatry, 169(11), 1157-1164. doi:10.1176/appi.ajp.2012.12020268

Bussing, R., Zima, B.T., & Belin, T.R. (1998). Differential access to care for children with ADHD in special education programs. Psychiatric Services, 49, 1226–1229. doi:10.1176/ps.49.9.1226

Curchack-Lichtin, J., Chacko, A., & Halperin, J. (2013). Changes in ADHD Symptom Endorsement: Preschool to School Age. Journal Of Abnormal Child Psychology, 42(6), 993-1004. doi:10.1007/s10802-013-9834-9

Daley, D., Jones, K., Hutchings, J., & Thompson, M. (2009). Attention deficit hyperactivity disorder in pre-school children: current findings, recommended interventions and future directions. Child: Care, Health And Development, 35(6), 754-766. doi:10.1111/j.1365-2214.2009.00938.x

Dias, T., Kieling, C., Graeff-Martins, A., Moriyama, T., Rohde, L., & Polanczyk, G.

(2013). Developments and challenges in the diagnosis and treatment of ADHD. Rev. Bras. Psiquiatr., 35, S40-S50. doi:10.1590/1516-4446-2013-s103

Dumas, J., Nissley-Tsiopinis, J., & Moreland, A. (2007). From intent to enrollment, attendance, and participation in preventive parenting groups. Journal of Child and Family Studies, 16(1), 1–26. doi:10.1007/s10826-006-9042-0

DuPaul, G. J., McGoey, K. E., Eckert, T. L., & VanBrakle, J. (2001). Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning. Journal of American Academic Child and Adolescent Psychiatry, 40, 508–515.

Gadow, K. D., Sprafkin, J., & Nolan, E. E. (2001). DSM-IV symptoms in community and clinic pre- school children. Journal of American Academic Child and Adolescent Psychiatry, 40, 1383–1392.

Hong, S., Dwyer, D., Kim, J., Park, E., Shin, M., & Kim, B. et al. (2013). Subthreshold attention-deficit/hyperactivity disorder is associated with functional impairments across domains: a comprehensive analysis in a large-scale community study. European Child & Adolescent Psychiatry, 23(8), 627-636. doi:10.1007/s00787-013-0501-z

Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of American and Canadian Teachers' Knowledge and attitudes towards attention-deficit/hyperactivity disorder (ADHD). Canadian Journal of Psychiatry, 39, 563 - 567.

Koerting, J., Smith, E., Knowles, M., Latter, S., Elsey, H., & McCann, D. et al. (2013). Barriers to, and facilitators of, parenting programmes for childhood behaviour problems: a qualitative synthesis of studies of parents’ and professionals’ perceptions. European Child & Adolescent Psychiatry, 22(11), 653-670. doi:10.1007/s00787-013-0401-2

Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Paediatric Psychology, 32(6), 643-654.

Mariani, M. A., & Barkley, R. A. (1997). Neuropsychological and academic functioning in preschool boys with Attention Deficit Hyperactivity Disorder. Developmental Neuropsychology, 13, 111–129.

McGuinness, Teena M, PhD, P.M.H.-N.P., B.C. (2008). Helping parents decide on ADHD treatment for their children. Journal of Psychosocial Nursing & Mental Health Services, 46(8), 23-7. Retrieved from http://search.proquest.com/docview/225533929?accountid=28158

MTA Cooperative Group. (2004). National Institute of Mental Health Multimodal

Treatment Study of ADHD follow-up: Changes in effectiveness and growth after the end of treatment. Pediatrics, 113, 762-769. Retrieved from

http://pediatrics.aappublications.org/content/113/4/762.full.pdf+html

Ohan, J. L., Cormier, N, Hepp, S. L., Visser, T. A. W., & Strain, M. C. D. (2008). Does Knowledge About Attention-Deficit/Hyperactivity Disorder Impact Teachers' Reported Behaviors and Perceptions? School Psychology Quarterly, 23(3), 436- 449.

Rugel, R. P., Cheatam, D., & Mitchell, A. (1978). Body movement and inattention in learning disabled and normal children. Journal of Abnormal Child Psychology, 6, 325-337.

Sciutto, M. J., Terjesen, M. D., & Bender Frank, A. S. (2000). Teachers’ Knowledge and Misperceptions of Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 37(2), 115 - 122.

Smith, E., Koerting, J., Latter, S., Knowles, M., McCann, D., Thompson, M., & Sonuga-Barke, E. (2014). Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): parent and practitioner views. Child: Care, Health And Development, 41(1), 93-102. doi:10.1111/cch.12146

Wright, N., Moldavsky, M., Schneider, J., Chakrabarti, I., Coates, J., & Daley, D. et al. (2015). Practitioner Review: Pathways to care for ADHD - a systematic review of barriers and facilitators. Journal Of Child Psychology And Psychiatry, 56(6), 598-617. doi:10.1111/jcpp.12398

Yeo, S. L. C. (2012). Teachers’ Perception of Their Own Efficacy in Managing Children with ADHD in the Classroom (Unpublished doctoral dissertation). National Institute of Education, Singapore.

Zentall, S. S. (1980). Behavioural comparisions of hyperactive and control children in natural settings. Journal of Abnormal Child Psychology, 11, 93-109.

Zentall, S. S., (1985). Stimulus-control factors in search performance and activity of hyperactive children. Journal of Learning Disabilities, 18, 480-485.

Zentall, S. S. (1986). Effects of colour stimulation on performance and activity of hyperactivity and non-hyperactive children. Journal of Abnormal Child Psychology, 16, 657-673

COMPARISON AND CONTRAST OF STRATEGIES

Nathan, P., Stuart, S., & Dolan, S. (2000). Research on psychotherapy efficacy and effectiveness: Between Scylla and Charybdis?. Psychological Bulletin, 126(6), 964-981. doi:10.1037/0033-2909.126.6.964

Behavioural Parent Training

Au, A., Lau, K., Wong, A., Lam, C., Leung, C., Lau, J., & Lee, Y. (2014). The Efficacy of a Group Triple P (Positive Parenting Program) for Chinese Parents with a Child Diagnosed with ADHD in Hong Kong: A Pilot Randomised Controlled Study. Australian Psychologist, 49(3), 151-162. doi:10.1111/ap.12053

Bor, W., Sanders, M. R., & Markie-Dadds, C. (2002). The effects of the Triple P-Positive Parenting Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties. Journal of Abnormal Child Psychology, 30, 571–587. doi:10.1023/A: 1020807613155

Gardner, F., Knerr, W., Montgomery, P., & Sundell, K. (2013). To what extent can evidence-based parenting interventions be transported from one country to another. A systematic review. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/25785902

Fung, D., Lim, C., Wong, C., Ng, K., Cheok, C., & Kiing, J. et al. (2014). Academy of Medicine-Ministry of Health Clinical Practice Guidelines: Attention Deficit Hyperactivity Disorder. Singapore Medical Journal, 55(8), 411-415. doi:10.11622/smedj.2014098

Jones, K., Daley, D., Hutchings, J., Bywater, T., & Eames, C. (2007). Efficacy of the Incredible Years Basic parent training programme as an early intervention for children with conduct problems and ADHD. Child: Care, Health And Development, 33(6), 749-756. doi:10.1111/j.1365-2214.2007.00747.x

Jones, K., Daley, D., Hutchings, J., Bywater, T. and Eames, C. (2008), Efficacy of the Incredible Years Programme as an early intervention for children with conduct problems and ADHD: long-term follow-up. Child: Care, Health and Development, 34: 380–390. doi: 10.1111/j.1365-2214.2008.00817.

Leung, C., Tsang, S., Ng, G., & Choi, S. (2016). Efficacy of Parent-Child Interaction Therapy With Chinese ADHD Children: Randomized Controlled Trial. Research On Social Work Practice. doi:10.1177/1049731516643837

Matsumoto, Y., Sofronoff, K., & Sanders, M. (2007). The Efficacy and Acceptability of the Triple P-Positive Parenting Program With Japanese Parents. Behav. Change, 24(04), 205-218. doi:10.1375/bech.24.4.205

Ministry of Social and Family Development (2016, July 26). Factsheet on Positive Parenting Programme (Triple P) Pilot. Retrieved from https://app.msf.gov.sg/Press-Room/Factsheet-on-Positive-Parenting-Programme-Triple-P-Pilot

Ong, S. H. (2014). ADHD in Children and Adolescents: Psychosocial Treatment [PowerPoint slides]. Retrieved from https://www.moh.gov.sg/content/dam/moh_web/HPP/Doctors/cpg_medical/current/2014/adhd/02%20Dr%20Ong%20Say%20How%20-%20Psychosocial%20Treatment.pdf

Scott, S., & Gardner, F. (2015). Parenting programs. In Rutter's Child and Adolescent Psychiatry: Sixth Edition. (pp. 483-495). John Wiley and Sons Ltd. 10.1002/9781118381953.ch37

Thompson, M., Laver-Bradbury, C., Ayres, M., Le Poidevin, E., Mead, S., & Dodds, C. et al. (2009). A small-scale randomized controlled trial of the revised new forest parenting programme for preschoolers with attention deficit hyperactivity disorder. European Child & Adolescent Psychiatry, 18(10), 605-616. doi:10.1007/s00787-009-0020-0

Turner, K. & Sanders, M. (2006). Dissemination of evidence-based parenting and family support strategies: Learning from the Triple P—Positive Parenting Program system approach. Aggression And Violent Behavior, 11(2), 176-193. doi:10.1016/j.avb.2005.07.005

Wee, L. (n.d.). 4 parenting programmes for difficult children. The Strait Times. Retrieved from http://health.asiaone.com/health/health-news/4-parenting-programmes-difficult-children

Yap, D., Lau, L., Nasir, N., Cameron, C., Matthews, J., Tang, H., & Moore, D. (2014). Evaluation of a parenting program for children with behavioural problems: Signposts in Singapore. Journal Of Intellectual And Developmental Disability, 39(2), 214-221. doi:10.3109/13668250.2014.899567

Antecedent-based Strategies

Cirelli, C. A., Sidener, T. M., Reeve, K. F., & Reeve, S. A. (2016). Using Activity Schedules to Increase On-Task Behavior in Children at Risk for Attention-Deficit/Hyperactivity Disorder. Education and Treatment of Children, 39(3), 283-300.

Dunlap, G. J., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of applied behavior analysis, 27(3), 505-518.

DuPaul, G. J., & Weyandt, L. L. (2006). School‐based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161-176.

Powell, S., & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30(1), 181-183.

Randolph, J. J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2), 113-128. doi:10.1177 /10983007070090020201

Consequence-based Strategies

Anderson, J. (2002) Individualised behaviour contacts. Intervention in School & Clinic, 37, 168.

Cook, M. N. (2005). The disruptive or ADHD child: What to do when kids won’t sit still and be quiet. Focus on Exceptional Children, 37, 1-8.

Doll, C., McLaughlin, T. F., & Barretto, A. (2013). The token economy: A recent review and evaluation. International Journal of Basic and Applied Science, 2(1), 131-149.

Filcheck, H. A., & McNeil, C. B. (2004). The use of token economies in preschool classrooms: Practical and philosophical concerns. Journal of Early and Intensive Behaviour Intervention, 1(1), 94-104.

Filcheck, H. A., Creco, L. A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behaviour. Psychology in the Schools, 41, 351-361.

Heering, P. W. & Wilder,D. A. (2006). The use of dependent group contingencies to increase on-task behaviour in two general education classrooms. Education and Treatment of Children, 29, 459-468.

Hakenburg, T. D. (2009). Token reinforcement: A review and analysis. Journal of the Experimental Analysis of Behaviour, 91, 257-286.

Hulac, D. M., & Benson, N. (2010). The use of group contingencies for preventing and managing disruptive behaviours. Intervention in School & Clinic, 45, 257-262.

McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement and response cost procedures: Reducing the disruptive behaviour of preschool children with Attention-Deficit/Hyperactivity Disorder. School Psychology Quarterly, 15, 330-343.

McGoey, K. E., Eckert, T. L., & Dupaul, G. J. (2002). Early Intervention for Preschool-Age Children with ADHD A Literature Review. Journal of Emotional and Behavioral Disorders, 10(1), 14-28.

Miranda, A., Jarque, S., & Tárraga, R. (2006). Interventions in school settings for students with ADHD. Exceptionality, 14(1), 35-52.

Rapport, M. D., Murphy, H. A., & Bailey, J. S., (1982). Ritalin vs response cost in the control of hyperactive children: A within-subject comparison. Journal of Applied Behavioural Analysis, 15, 205-216.

Sayeski, K. L., & Brown, M. R. (2014). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 47(2) 119-127.

Shelton, T. L., Barkley, R. A., Crosswait, C., Moorehouse, M., Fletcher, K., Barret, S., et al. (2000). Multimethod psychoeducational intervention for preschool children with disruptive behavior: Two-year post-treatment follow-up. Journal of Abnormal Child Psychology, 28, 253–266.

Self-Management

Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40(1), 3-13.

Briesch, A. & Briesch, J. (2016). Meta-Analysis of Behavioral Self-Management Interventions in Single-Case Research. School Psychology Review, 45(1), 3-18. doi:10.17105/spr45-1.3-18

Bruhn, A., McDaniel, S., & Kreigh, C. (2015). Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research. Behavioral Disorders, 40(2), 102-121. doi:10.17988/bd-13-45.1

Ganz, J. B. (2008). Self-monitoring across age and ability levels: Teaching students to implement their own positive behavioral interventions. Preventing School Failure, 53, 39

Sheffield, K., & Waller, R. J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 19(2), 7-13

CONTEXT OF EI IN SINGAPORE

KK Women’s and Children’s Hospital (2010, July 6). New “Mission: I’mPossible” programme enables preschoolers with developmental needs overcome learning hurdles. Retrieved from https://www.kkh.com.sg/AboutUs/PressRelease/Pages/2010_07_06.aspx

Ministry of Social and Family Development. (n.d.). Chapter 3: Early Intervention and Education for Children with Special Needs. Retrieved from https://app.msf.gov.sg/Portals/0/Files/EM_Chapter3.pdf

Wee, L. (n.d.). 4 parenting programmes for difficult children. The Strait Times. Retrieved from http://health.asiaone.com/health/health-news/4-parenting-programmes-difficult-children

STRATEGIES FOR PARENTS

Chacko, A., Wymbs, B. T., Chimiklis, A., Wymbs, F. A., & Pelham, W. E. (2012). Evaluating a comprehensive strategy to improve engagement to group-based behavioral parent training for high-risk families of children with ADHD. Journal of Abnormal Child Psychology, 40(8), 1351-62. doi:10.1007/s10802-012-9666-z

Chambless, D. L., Sanderson, W. C., Shoham, V., Bennett Johnson, S., Pope, K. S., & Crits-Christoph, et al. (1996). An update on empirically validated therapies. The Clinical Psychologist, 49, 5–18. Retrieved from https://www.researchgate.net/profile/Paul_Crits Christoph/publication/272824399_Update_on_empirically_validated_therapies_II/links/54f4bf030cf2ba615063e2bd.pdf

Chambless, D. & Ollendick, T. (2001). Empirically Supported Psychological Interventions: Controversies and Evidence. Annual Review Of Psychology, 52(1), 685-716. doi:10.1146/annurev.psych.52.1.685

Chronis, A., Jones, H., & Raggi, V. (2006). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 26(4), 486-502. doi:10.1016/j.cpr.2006.01.002

Conners, C. K., March, J. S., Frances, A., Wells, K. C. & Ross, R. (2001) Treatment of attention deficit hyperactivity disorder: expert consensus guidelines. Journal of Attention Disorders, 4, 7–128.

Erhardt, D. & Baker, B. (1990). The effects of behavioral parent training on families with young hyperactive children. Journal Of Behavior Therapy And Experimental Psychiatry, 21(2), 121-132. doi:10.1016/0005-7916(90)90017-f

Hartman, R., Stage, S., & Webster-Stratton, C. (2003). A growth curve analysis of parent training outcomes: examining the influence of child risk factors (inattention, impulsivity, and hyperactivity problems), parental and family risk factors. Journal Of Child Psychology And Psychiatry, 44(3), 388-398. doi:10.1111/1469-7610.00129

Koerting, J., Smith, E., Knowles, M. M., Latter, S., Elsey, H., McCann, D. C., … Sonuga-Barke, E. J. (2013). Barriers to, and facilitators of, parenting programmes for childhood behaviour problems: a qualitative synthesis of studies of parents’ and professionals’ perceptions. European Child & Adolescent Psychiatry, 22(11), 653–670. http://doi.org/10.1007/s00787-013-0401-2

Pelham Jr, W., Wheeler, T., & Chronis, A. (1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal Of Clinical Child Psychology, 27(2), 190-205. doi:10.1207/s15374424jccp2702_6

Pelham, W. & Fabiano, G. (2008). Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder. Journal Of Clinical Child & Adolescent Psychology, 37(1), 184-214. doi:10.1080/15374410701818681

Scott, S., & Gardner, F. (2015). Parenting programs. In Rutter's Child and Adolescent Psychiatry: Sixth Edition. (pp. 483-495). John Wiley and Sons Ltd. 10.1002/9781118381953.ch37

Task Force Promoting Dissemination of Psychological Procedures. (1995). Training in and dissemination of empirically-validated psychological treatments: Report and recommendations. Clinical Psychology, 48, 3–23. Retrieved from http://www.div12.org/sites/default/files/InitialReportOfTheChamblessTaskForce.pdf

Wee, L. (n.d.). 4 parenting programmes for difficult children. The Strait Times. Retrieved from http://health.asiaone.com/health/health-news/4-parenting-programmes-difficult-children

STRATEGIES FOR EDUCATORS

PSYCHOEDUCATION

Corkum, P., Rimer, P., & Schachar, R. (1999). Parental knowledge of attention-deficit hyperactivity disorder and opinions of treatment options: Impact on enrolment and adherence to a 12-month treatment trial. The Canadian Journal of Psychiatry, 44(10), 1043-1048.

Froelich, J., Breuer, D., Doepfner, M., & Amonn, F. (2012). Effects of a teacher training programme on symptoms of Attention Deficit Hyperactivity Disorder. International Journal of Special Education, 27(3), 76–87.

Hurl, K., Wightman, J., Haynes, S. N., & Virues-Ortega, J. (2016). Does a pre-intervention functional assessment increase intervention effectiveness? A meta-analysis of within-subject interrupted time-series studies. Clinical Psychology Review, 47, 71-84.

McCleary, L., & Ridley, T. (1999). Parenting adolescents with ADHD: evaluation of a psychoeducation group. Patient Education and Counseling, 38(1), 3-10.

Montoya, A., Colom, F., & Ferrin, M. (2011). Is psychoeducation for parents and teachers of children and adolescents with ADHD efficacious? A systematic literature review. European Psychiatry, 26(3), 166–175.

Yeo, S. L. C. (2012). Teachers’ Perception of Their Own Efficacy in Managing Children with ADHD in the Classroom (Unpublished master dissertation). National Institute of Education, Singapore.

ANTECEDENT-BASED INTERVENTIONS

Bullard, J. (2010). Creating environments for learning. Upper Saddle River, NJ: Pearson.

Charlop, M. H., Kurtz, P. F., & Milstein, J. P. (1992). Too much reinforcement, too little behavior: Assessing task interspersal procedures in conjunction with different reinforcement schedules with autistic children. Journal of Applied Behavior Analysis, 25(4), 795-808.

DuPaul, G. J., & Ervin, R. A. (1996). Functional assessment of behaviors related to attention-deficit/hyperactivity disorder: Linking assessment to intervention design. Behavior Therapy, 27(4), 601-622.

Ford, A. D., Olmi, D. J., Edwards, R. P., & Tingstrom, D. H. (2001). The sequential introduction of compliance training components with elementary-aged children in general education classroom settings. School Psychology Quarterly, 16, 142-157.

Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17, 227-242.

Gettinger, M., & Seibert, J. K. (2002). Best practices in increasing academic learning time. Best practices in school psychology IV, 1, 773-787.

Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal ratios on fifth-grade students' mathematics accuracy. School Psychology Review, 34(4), 543.

Haydon, T , Mancil, G., & Van Loan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32(2), 267-278. doi: 10.1353 /etc.0.0052

Imeraj, L., Antrop, I., Roeyers, H., Deboutte, D., Deschepper, E., Bal, S., & Sonuga-Barke, E. (2016). The Impact of Idle Time in the Classroom Differential Effects on Children With ADHD. Journal of attention disorders, 20(1), 71-81.

Lawry, J., Danko, C. D., & Strain, P. S. (1999). Examining the role of the classroom environment in the prevention of problem behaviors. Young Exceptional Children, 1, 49–61.

MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26(1), 89-97.

Pfiffner, L. J., Barkley, R. A., & DuPaul, G. J. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed,; pp. 547-589). New York: Guilford.

Powell, S., & Nelson, B. (1997). Effects of choosing academic assignments on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30(1), 181-183.

Randolph, J. J. (2007). Meta-analysis ofthe research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2), 113-128. doi:10.1177 /10983007070090020201

Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD. Remedial and Special Education, 22, 113-121. doi:10.1177 /074193250102200205

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2-8.

Tanol, G., Johnson, L., McComas, J.. & Cote, E. (2010). Responding to rule violations or rule following: A comparison of two versions of the Good Behavior Game with kindergarten students. Journal of School Psychology, 48(5), 337-355. doi: 10.1016/j.jsp.2010.06.001

Tasky, K. K., Rudrud, E. H., Schulze, K. A., & Rapp, J. T. (2008). Using choice to increase on-task behavior in individuals with traumatic brain injury. Journal of Applied Behavior Analysis, 41(2), 261-265.

Weinstein, C. S. (1979). The physical environment of the school: A review of research. Review of Educational Research, 49, 577–610.

Winterling, V., Dunlap, G., & O'Neill, R. E. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10(2), 105-119.

Zentall, S. S. (2005). Theory‐and evidence‐based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821-836.

Zentall, S. S., & Dwyer, A. M. (1989). Color effects on the impulsivity and activity of hyperactive children. Journal of School Psychology, 27(2), 165-173.

CONSEQUENCE-BASED INTERVENTIONS

Arnold, D. H., Brown, S. A., Meagher, S., Baker, C. N., Dobbs, J., & Doctoroff, G. L. (2006). Preschool-based programs for externalizing problems. Education and Treatment of Children, 311-339.

Bender, W. N., & Mathes, M. Y. (1995). Students with ADHD in the Inclusive Classroom: A Hierarchical Approach to Strategy Selection. Intervention in school and clinic, 30(4), 226-34.

Davis-Unger, A. C., & Carlson, S. M. (2008). Development of teaching skills and relations to theory of mind in preschoolers. Journal of Cognition and Development, 9(1), 26-45.

Deák, G. O., Ray, S. D., & Pick, A. D. (2004). Effects of age, reminders, and task difficulty on young children’s rule-switching flexibility. Cognitive Development, 19(3), 385-400.

Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole‐class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41(3), 351-361.

Filcheck, H. A., & McNeil, C. B. (2004). The use of token economies in preschool classrooms: Practical and philosophical concerns. Journal of Early and Intensive Behavior Intervention, 1(1), 94.

Forness, S. R., & Kavale, K. A. (2001). ADHD and a return to the medical model of special education. Education and Treatment of children, 224-247.

Kelley, M. L., & McCain, A. P. (1995). Promoting Academic Performance in Inattentive Children The Relative Efficacy of School-Home Notes with and without Response Cost. Behavior Modification, 19(3), 357-375.

McCain, A. P., & Kelley, M. L. (1993). Managing the classroom behavior of an ADHD preschooler: The efficacy of a school-home note intervention. Child & Family Behavior Therapy, 15(3), 33-44.

McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 15(3), 330.

Rajwan, E., Chacko, A., & Moeller, M. (2012). Nonpharmacological interventions for preschool ADHD: State of the evidence and implications for practice. Professional Psychology: Research and Practice, 43(5), 520.

Stormont, M. A., Smith, S. C., & Lewis, T. J. (2007). Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support. Journal of Behavioral Education, 16(3), 280-290.

Sayeski, K. L., & Brown, M. R. (2014). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 47(2), 119.

SELF MANAGEMENT

Barry, L. M., & Messer, J. J. (2003). A practical application of self-management for students diagnosed with attention-deficit/hyperactivity disorder. Journal of Positive Behavior Interventions, 5(4), 238-248.

Briesch, A. & Briesch, J. (2016). Meta-Analysis of Behavioral Self-Management Interventions in Single-Case Research. School Psychology Review, 45(1), 3-18. doi:10.17105/spr45-1.3-18

Ganz, J. B. (2008). Self-monitoring across age and ability levels: Teaching students to implement their own positive behavioral interventions. Preventing School Failure, 53, 39

Hinshaw, S. P., & Melnick, S. (1992). Self-management therapies and attention-deficit hyperactivity disorder. Behavior Modification, 16, 253– 273.

Koegel, R. L., Koegel, L. K., & Parks, D. R. (1995). A guide to self-management: A training manual. Santa Barbara: University of California.

Pelham, W. E., Gnagy, E. M., Greiner, A. R., Hoza, B., Hinshaw, S. P., Swanson, J. M., et al. (2000). Behavioral versus behavioral and pharmacological treatment in ADHD children attending a summer treatment program. Journal of Abnormal Child Psychology, 28, 507.

Shapiro, E. S., DuPaul, G. J., & Bradley-Klug, K. L. (1998). Self-management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31, 545–555.

Sheffield, K., & Waller, R. J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 19(2), 7-13.

Shimabukuro, S. M., Parker, M. A., Jenkins, A., & Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22(4), 397–414.

FUNCTIONAL BEHAVIOURAL ASSESSMENT

DuPaul, G. J., Eckert, T. L., & McGoey, K. E. (1997). Interventions for students with Attention-Deficit/Hyperactivity Disorder: One size does not fit all. School Psychology Review.

Hurl, K., Wightman, J., Virues-Ortega, J., & Haynes, S. N. (2016). Does a pre-intervention functional assessment increase intervention effectiveness? A meta-analysis of within-subject interrupted time-series studies. Clinical Psychology Review.

Miltenberger, R. (2008). Behaviour Modification. Belmont, CA. Wadsworth Publishing.

CHARACTERISTICS OF ADHD

KEY ISSUES IN ADHD AND EI IN SINGAPORE

​

Self-Management

​

CONTEXT OF EI IN SINGAPORE

STRATEGIES FOR PARENTS

STRATEGIES FOR EDUCATORS