The long-term academic outcomes for many students with attention-deficit/hyperactivity disorder (ADHD) are strikingly poor. It has been decades since students with ADHD were specifically recognized as eligible for special education through the Other Health Impaired category under the Education for all Handicapped Children Act of 1975, and similarly, eligible for academic accommodations through Section 504 of the 1973 Rehabilitation Act. It is time to acknowledge that these school-policies have been insufficient for supporting the academic, social, and behavioral outcomes for students with ADHD. Numerous reasons for the unsuccessful outcomes include a lack of evidence-based interventions embedded into school approaches, minimizing the importance of the general education setting for promoting effective behavioral supports, and an over-reliance on assessment and classification at the expense of intervention. Contemporary behavioral support approaches in schools are situated in multi-tiered systems of support (MTSS); within this article we argue that forward-looking school policies should situate ADHD screening, intervention, and maintenance of interventions within MTSS in general education settings and reserve special education eligibility solely for students who require more intensive intervention. An initial model of intervention is presented for addressing ADHD within schools in a manner that should provide stronger interventions, more quickly, and therefore more effectively.

中文翻译：

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重新概念化在学校环境中支持患有注意力缺陷/多动症的学生的方法

许多患有注意力缺陷/多动障碍（ADHD）的学生的长期学业成绩非常差。几十年来，患有多动症的学生被明确认定为有资格通过 1975 年《所有残疾儿童教育法》中的其他健康受损类别接受特殊教育，同样，也有资格通过 1973 年《康复法》第 504 条获得学术住宿。现在是时候承认这些学校政策不足以支持多动症学生的学业、社会和行为结果。造成不成功结果的原因有很多，包括学校方法中缺乏基于证据的干预措施、低估了普通教育环境对促进有效行为支持的重要性，以及过度依赖评估和分类而忽视了干预措施。学校的当代行为支持方法采用多层支持系统（MTSS）；在本文中，我们认为前瞻性的学校政策应将 ADHD 筛查、干预和干预措施的维持纳入普通教育环境中的 MTSS，并仅为需要更强化干预的学生保留特殊教育资格。提出了一个初步的干预模型，用于解决学校内的多动症问题，该模型应提供更强有力、更迅速、因此更有效的干预措施。