• DOI:10.1016/S0031-3955(05)70168-1
Corpus ID: 29487224

Assessment and intervention for attention-deficit/hyperactivity disorder in the schools. Lessons from the MTA study.

@article{Swanson1999AssessmentAI,
  title={Assessment and intervention for attention-deficit/hyperactivity disorder in the schools. Lessons from the MTA study.},
  author={J. Swanson and M. Lerner and J. March and F. Gresham},
  journal={Pediatric clinics of North America},
  year={1999},
  volume={46 5},
  pages={
          993-1009
        }
}

J. Swanson, M. Lerner, +1 author F. Gresham

Published 1999

Medicine

Pediatric clinics of North America

The MTA experience provides several lessons that may have clinical relevance. First, the MTA study identified six key instruments (see Table 1) that clinicians may want to use, but even on these instruments discrepancies in parent and teacher sources should be expected. We believe that unnoticed or unresolved discrepancies may be important factors contributing to the "disconnect" identified by the Consensus Conference Panel. Based on the MTA experience, we recommend a telephone call to the… CONTINUE READING

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