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Enhancing Practitioner Skills through Evidence-Based Insights on ADHD and Co-occurring Issues

Enhancing Practitioner Skills through Evidence-Based Insights on ADHD and Co-occurring Issues

Introduction

In the realm of speech-language pathology, understanding the complex interplay between childhood ADHD and co-occurring internalizing and externalizing problems is crucial for developing effective interventions. The recent study, "Childhood ADHD With and Without Co-occurring Internalizing/Externalizing Problems: Prospective Predictions of Change in Adolescent Academic and Social Functioning," offers valuable insights that can guide practitioners in enhancing their skills and outcomes for children.

Key Findings from the Study

The study, conducted by Reinke, Stiles, and Lee (2023), involved a longitudinal assessment of 182 children aged 5 to 11 years, with and without ADHD, over a period of 6 to 7 years. The research aimed to evaluate how childhood anxiety, depression, and aggression predict changes in academic and social outcomes during adolescence.

Key findings include:

Implications for Practitioners

For practitioners in speech-language pathology, these findings underscore the importance of a comprehensive approach that considers the multifaceted nature of ADHD and its co-occurring problems. Here are some actionable steps practitioners can take:

Encouraging Further Research

The study highlights the need for further research to explore the nuances of ADHD and its co-occurring problems. Practitioners are encouraged to engage in or support research initiatives that aim to refine intervention strategies and improve outcomes for children.

Conclusion

By integrating the insights from this study into practice, speech-language pathologists can enhance their ability to support children with ADHD and co-occurring problems, ultimately leading to better academic and social outcomes. For those interested in delving deeper into the research, the original paper can be accessed here: Childhood ADHD With and Without Co-occurring Internalizing/Externalizing Problems: Prospective Predictions of Change in Adolescent Academic and Social Functioning.


Citation: Reinke, A. L., Stiles, K., & Lee, S. S. (2023). Childhood ADHD with and without co-occurring internalizing/externalizing problems: Prospective predictions of change in adolescent academic and social functioning. Journal of Attention Disorders. https://doi.org/10.1177/10870547231187146
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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