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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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6. School Interventions for Attention Deficit Hyperactivity Disorder: Where to From Here?


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School Interventions for Attention Deficit Hyperactivity Disorder

Where to From Here?

Russell A.Barkley


I have carped about this issue before (Barkley, 1997, 2006) but it is an issue that still remains to be more systematically investigated. Current psychosocial, largely cognitive-behavioral, interventions were based on what are now outdated assumptions about ADHD and its associated disruptive behavior. Most of our treatments grew out of social learning theory (Pelham, 1988; Pelham & Sams, 1992)—a theory holding that deviant or disruptive behavior should be initially considered developed and/or currently maintained as a result of exposure to faulty contingencies of reinforcement or social modeling. This view came to be supplemented with cognitive behavioral theory, which ascribes some importance to the cognitive (largely verbal) deficits associated with ADHD that should respond to direct cognitive training (Meichenbaum, 1988). This amalgamation of social learning and cognitive-behavioral theory is the original basis for recommending functional behavioral assessment as a prelude to classroom interventions.

Appreciating these initial assumptions helps one understand the reason why psychosocial treatments have been routinely withdrawn after a period of implementation. It was assumed that the increased prosocial and decreased deviant behavior would be maintained as a consequence of the improved natural contingencies of reinforcement for those behaviors that would sustain them (Pelham & Sams, 1992; Ross & Ross, 1982, pp. 250–252; Willis & Lovaas, 1977). Added to...

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