When schools build partnerships with families that respond to their concerns and honor their contributions, they are successful in sustaining connections that are aimed at improving students’ academic and behavioral impairment.Children with ADHD characteristically experience noteworthy impairment at home and school, and their relationships with parents, teachers, and peers often are stressed. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, one-dimensional interventions generally are not sufficient. The purpose of this research is to describe a family–school intervention for children with ADHD because there is consistent, positive, and convincing evidence about families pronounce impact on their children’s achievement, behavior enhancement and through healthy successful life. When schools, families, and community groups work together to support healthy learning, children tend to do better in school, stay in school longer, and like school more. In addition, program strategies and theoretical bases are also discussed for future researchers and policy makers.
Keywords: attention-deficit/hyperactivity disorder, ADHD, Teacher-parent communication, collaborative/shared decision making,CBC,DRC,HW-Checklist
Method
This study aims to highlight the importance of coordinating the efforts of both the family and the school to achieve noteworthy reaults that will be achieved using a brief three-month intervention. Our current understanding of ADHD treatment preferences is based on participatory research that will assess and evaluate psycho-social preferences from a broader perspective.This method contributes to the literature on the effectiveness of various school based interventions which helped reducing ADHD and other psychological impairment in elementary school children, FSS; Family School Success programme which is a part of School based intervention for ADHD children of Grade III to VI . In this review we seek to highlight the key findings, limitations, and unanswered questions.
Conclusion
The results clearly exhibit that increasing family involvement in education served to improve the quality of the parent-teacher relationship of ADHD children. Family involvement in education has improved the quality of homework and academic performance of ADHD children. As family involvement in education is inculcated and increased it significantly improved parent-child, Teacher-child and Teacher-parent interactions of ADHD children. The intervention of Family involvement in school affairs greatly influenced the peer relationship of ADHD children. It indicated overall a sound improvement in characteristic symptoms of ADHD and ADD but has shown remarkable improvement in symptoms of those ADHD children who were taking the combined treatment i.e. medication and behavioral intervention. Research indicates that combined medication and behavioral intervention is optimal for many children with ADHD.
