From Science Daily: A five-year study funded by the National Institute of Mental Health has concluded that non-medicinal interventions are highly effective in preventing behavioral and academic problems associated with ADHD. The study, led by researchers at Lehigh University’s College of Education, was the largest of its kind focusing on children aged 3 to 5 who have shown significant symptoms of ADHD.

Using a variety of early intervention strategies, parents reported on average a 17-percent decrease in aggression and a 21-percent improvement in their children’s social skills. Early literacy skills improved up to three times over baseline.

“Medication may address the symptoms of ADHD,” says [lead investigator psychology professor George] DuPaul, “but it does not necessarily improve children’s academic and social skills. And because this is a lifelong disorder, without any cure, it’s important that we start understanding what tools and strategies are effective for children with ADHD at such an early age.

“There’s simply a lack of understanding about the type of non-medicinal services that are available to preschool children and their families. Our goal is to address behavioral and academic issues before they become more problematic in elementary school.”

Early intervention techniques include highly individualized programs that often rely on positive supports to reinforce behavior. For example, in consultation with parents and preschool teachers, Project Achieve researchers modified the environments in home and school (such as altering tasks and activities in the classroom to accommodate for ADHD students) in an effort to improve behavior. The highly interactive techniques were presented as alternatives to medicine.

See earlier column on over-advertising of ADHD meds.

This entry was posted on Wednesday, August 22nd, 2007 at 7:35 am and is filed under ADHD, education, families, medicine. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.