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

  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},
  volume={46 5},
  • 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
    73 Citations

    Paper Mentions

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    ConditionsAttention Deficit Hyperactivity Disorder (ADHD)
    Clinical relevance of the primary findings of the MTA: success rates based on severity of ADHD and ODD symptoms at the end of treatment.
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