ABSTRACT
An alternative intervention approach for children with ADHD, a “situational-discourse-semantic
model,” is described. This approach examines the interactions between environmental
factors and a student with ADHD and determines the roles of these factors in the establishment
of a student's “deficit.” Once this is accomplished, selected factors can be manipulated
to increase the student's ability to attain the attention needed for academic tasks,
to sustain such attention during academic tasks, and then to focus attention on key
task elements so that a more effective environment for learning and communication
is achieved. The application of the model's principles is illustrated through case
study descriptions of therapy interactions with a young boy with ADHD.
KEY WORDS
ADHD - discourse - training
