Too Many Acronyms! ADHD, SLD, & NVLD?

Exploring the Unique Circumstances Caused by a Rare Pair of Common Disabilities

Patrick R. Peters

Department of Education, Gettysburg College

EDUC340: Teaching Students with Diverse Needs

Prof. Lori Althoff

May 9, 2020

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 Too Many Acronyms! ADHD, SLD, & NVLD?

The following case study was done across three months from February to April of 2020.

The observed student, Lara, is a 15-year old girl currently in the 9th grade. This study will be

split into three sections focusing on:

i) introducing and providing context for the student’s experience

ii) providing detailed research into the student’s specific disabilities and the effects of

them on her educational experience

iii) provide recommendations for potential next steps that a cooperating teacher could

implement

For the purposes of protecting the identity of all parties involved with this study, all names and

locations have been changed.

Introduction of Student

The following section will be focused primarily on introducing Lara and the aspects of her

life important for our study. These aspects include a summary of the demographics of her home

and school environments, an acknowledgement of her disabilities, her academic experiences,

academic strengths, and academic needs, her social behaviors, including interactions with

teachers and peers, and finally the current interventions Lara’s school has established, including

any accommodations, modifications, and research based interventions Lara receives. All of the

information in this section was gathered through personal observation, an interview of Lara’s

teachers, and a review of her Individualized Education Plan (IEP).

Demographics

Lara is currently a 9th grade student enrolled at her local high school in a rural town in

Pennsylvania. Her school enrolls approximately 1,200 students, one-third of which are classified

as having a low socio-economic status and receiving either free or reduced priced lunch. The

school’s student population is culturally diverse, with the most prevalent groups being Hispanic

and Bosnian students.

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 Lara’s home life includes three other people, including her biological mother and father,

as well as her twin brother. Her brother is also enrolled at the high school, presumably in 9th

grade, and was admitted to the school’s gifted program.

Area of Disability

Lara was diagnosed with two primary disabilities in her I: a specific learning disability in

reading comprehension, as well as Attention-Deficit Hyperactivity Disorder (ADHD).

Academics

Currently, all of the courses Lara takes occur in the regular education classroom, with a

daily thirty-minute session with a learning support teacher supplementing those courses. During

those sessions, the learning support teacher focuses on assisting Lara with any projects or

homework that was assigned throughout the day. Two of Lara’s classes, English and science,

are set up as co-teaching environments, while her remaining classes are with a singular general

education teacher. For this study, a co-taught English class as well as an individually-taught

math class were observed.

Lara’s English class divided into three unique sections: independent work, group work,

and instructional time. During all three of these tasks Lara’s level of attentiveness was

noticeably low. While doing independent work, Lara was only on-task about 28% of the time,

often choosing to rummage through her backpack, draw doodle, or stare out the door of the

classroom. Group work showed a slight improvement, with about 33% of Lara’s time being on-

task. Unfortunately, much of her distraction came from trying to engage in conversation with her

classmates in conversations unrelated to the class, which led to more distraction for other

students, even if Lara’s attentiveness percentage had slightly improved. Lastly, the instructional

time, or note-taking time, was significantly worse than the rest of class, with Lara only focused

approximately 7% of the time. Lara’s behaviors were plentiful, as she spent considerable time

looking out the window, fidgeting with her pencil, focused on her iPhone, and getting out of seat

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for a myriad of reasons, such as getting tissues, sharpening pencils, getting extra paper, or

going to the restroom.

In Lara’s math class, however, there was a noticeable shift. The class was entirely spent

on group work, with each group trying to complete an instructionally dense, but largely hands-on

experiment. To start, groups would gather measurements of the distance that three objects of

differing weights were able to travel when launched. The results were then plugged into a

computer program that would draw graphs projecting the landing spots of objects with weights

other than the three that were already plugged in. Once those graphs were modeled by the

program, the group then moved to test the computer’s projection accuracy by taking three

objects with the new weights provided by the computer and measuring their launch distance.

While the project conceptually is rather simple, the instructions needed a relatively high level of

engagement and focus to complete, and Lara proved up to the task. Throughout the whole

class, there was never any clear indication of Lara becoming distracted or inattentive, leaving

her a focus percentage of 100% for the class.

Strengths

Throughout the above observations, there are plenty of strengths that can be gleaned,

however the following strengths come courtesy of observation as well as teacher input. To

ensure that the full range of Lara’s strengths are accounted for, it was critical to have the

assistance of her teachers who can see her nearly every day, rather than only in a couple of

scenarios.

Math Computation. Lara shows great mathematical abilities, especially when calculating

answers to math problems revolving around the standard addition, subtraction, multiplication,

and division.

Math Application. This strength comes with a caveat, in that Lara’s application of math to

real-world scenarios is only apparent when questions are read aloud to her. The importance of

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this statement will return later, but it should be made clear that Lara’s struggle with reading

comprehension is about the act of reading, rather than her ability to comprehend scenarios.

Computer Programming and Design. Lara has a knack for computers. While this was

somewhat evident within the math class that was observed, much of her love for programming

and design was outlined by her teachers. The ability to program is difficult to learn, and requires

an immense amount of comprehension, suggesting once again that Lara’s struggles with

reading are not a matter of comprehending material.

Sentence Structure, Grammar, Punctuation. While Lara does struggle with writing in

some areas, her individual sentence structure, as well as his grasp of grammar and punctuation

is very strong.

Sound/Light Production. Lara is involved with the sound and light crew of the school’s

annual musical. While this is not necessarily an academic strength, there is a large amount of

focus required to successfully light or provide audio for a whole stage performance. Given that

teachers vouched for Lara’s skills within the department, it seemed safe to provide it here,

especially since it serves as another clue into how Lara’s attention responds to tasks she

enjoys.

Needs

As with the strengths mentioned above, Lara’s needs were also influenced heavily by

multiple sources, including observations, teacher input, and her IEP.

Impulsivity control. One of the staples for children dealing with ADHD is a lack of control

over their impulses. Hyperactivity in ADHD does no always mean running around the room.

Sometimes it might mean something similar to what was seen in Lara’s English course.

Help with Reading comprehension. Due to her IEP, which details Lara’s specific reading

disability in reading comprehension, we have measurable levels of where she currently is vs.

what her goals are. As of now, Lara is at a 6th grade reading level where she averages about a

50% accuracy score on her weekly tests through the Jamestown Reading Probes. In order to

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progress upwards to proficiency, Lara needs to obtain an 80% or better on three consecutive

probes.

Methods to assist with timely assignment completion. ADHD is considered by many to

be a deficit in executive functioning, including skills like task consistency. Since executive

functions are paramount to student success, especially for tasks done at home, having a deficit

that is all but unaddressed leaves Lara without vital information and skills needed to get

assignments completed in a timely manner. Currently, she is missing at least one assignment in

all of her classes and is playing ‘catch-up.’

Writing Assistance. In particular, Lara needs support with task initiation and organization of

her thoughts in a more cohesive manner. Her understanding of phonetics, grammar,

punctuation, and sentence structure is fantastic, but larger writing assignments can paralyze her

in the magnitude of their length. When she does move forward, her papers are noticeably

scattered, with illogical and disjointed sentences sneaking their way into the wrong paragraphs.

Social Behaviors

Teacher Interactions

In general, there were no negative social interactions either observed or reported by

Lara’s teachers. She has been described as friendly with teachers, and with adults in general.

She does often find herself in after-school detention however, usually for disruptions she had

caused in class, or because she had failed to complete an assignment on time.

Peer Interactions

Similar to with teachers and adults, Lara has also shown no issues in interacting with her

fellow students. She is often described as friendly and approachable, and her interests have her

engaged in after-school extracurricular activities throughout most of the school year. Some of

the activities she engages with are soccer, where she plays on the JV team at the high school,

the swim team, for which she made the varsity squad, and the annual school musical, where

she serves as a vital member of the light and production crew, as mentioned earlier. The only

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negative to her peer interaction would likely be considered her willingness to distract herself and

others during group work in class, as was seen in the observation of her English class.

Current Interventions

As has been stated throughout this section, much of the information discussed has been

obtained directly from Lara’s IEP. The following interventions only consist of which

accommodations, modifications, and research-based interventions have been established and

put into practice based on Lara’s IEP committee.1 No recommendations for changing, adding, or

removing any of Lara’s accommodations, modifications, or research-based interventions are

provided in this section.

One important thing to note is Lara’s ADHD medication, which she takes twice a day, in

the morning and at lunch. While it is not explicitly stated what brand of medication it is, it can be

assumed to be a fast-acting pill, as the extra-release (XR) pills tend to last between seven and

nine hours and would last through the entire school day if taken in the morning. Medication,

especially stimulants, cannot be recommended by a school directly as part of an IEP, so while a

discussion may be had regarding the effectiveness of her medicine, it is inappropriate to

recommend medication tips to general education teachers.

Accommodations

Preferential seating. Proximity is often a helpful tool for teachers, especially in quelling

class disruptions. With Lara’s struggles with controlling her impulsivity, having her placed near

the teacher is helpful for keeping her impulses calmed without making a scene, while also

allowing her to be more consistently and actively engaged in the lesson.

Test read aloud in alternate testing location. As discussed in Lara’s academic strengths,

she does not struggle with the comprehension of material in general, only the material which

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An accommodation is considered an alteration made to the delivery of an assignment, but not the
contents of the assignment itself. A modification is considered a direct change of the usual required
materials of an assignment. A research-based intervention is a set of tests or processes proven to assist
in improving one or more skills in struggling students.

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she has to read. So, providing Lara a space where she can be delivered questions in a manner

more conducive to her learning allows her to really show what she knows.

Books on tape. Once again, since Lara struggles gathering information from print sources,

providing books on tape of the semester’s materials will lead to significantly improved results in

Lara’s understanding, as well as providing a more reasonable avenue for Lara to complete

reading assignments in a timelier manner.

Peer editor. The peer editing program at Lara’s school enlists the help of other students

and pairing them with a struggling writer. The peer editor will get an anonymous copy of

someone’s paper, will read through and mark it for mistakes in punctuation, grammar, and

syntax as well as make general comments about the structure and organization about certain

paragraphs and/or the paper in general. Lara regularly has her writing assignments go through

the peer editing process to help locate instances of her disjointed or illogical sentences. The

anonymity of the service helps to mitigate the embarrassment a student like Lara might feel

from knowing that her fellow students are making judgements on her own work.

Modifications

Assignment Chunking. For any project that is considered large enough, Lara is given a

new set of due dates compared to her classmates. These due dates break down the material

from one large assignment into several smaller, but sequential assignments that build upon one

another. Assignment chunking might seem like an accommodation, as the contents of the

assignment itself have not changed, but the assigning of new due dates on top of each

assignment chunk is a noticeable departure from the original assignment.

Research-Based Interventions

Jamestown Reading Probe. Lara is actively involved with the Jamestown Reading

Probe, otherwise known as the Jamestown Timed Readings. These probes are designed to test

for a student’s reading comprehension skills. According to Lara’s IEP, she is working to improve

her reading comprehension skills from a 6th grade to a 7th grade level with 80% accuracy in the

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next nine weeks. As mentioned earlier, she currently is averaging only 50% on the 6th grade

level readings.

Area of Disability Research

What is it?

Specific Learning Disability - Reading Comprehension

Specific learning disabilities (SLD) have been difficult to define as they are still relatively

under-studied compared to other disorders. However, the most recent DSM-5 lists these criteria

for defining an SLD (McDowell 1078):

1. Duration of struggle for more than 6 months in at least one of the key learning areas and

in the presence of appropriate teaching.

2. The degree of struggle is significant. This significance combines clinical (functional

harm, inability to access curriculum) as well as statistical significance (standardized

measures on testing).

3. Age of onset appropriate for the nature of the problem – different ages for different

curriculum areas as children are unable to meet expectations.

4. Exclusion of alternative explanations (such as intellectual dis- orders, health problems

impaired sensory function, adverse life experiences or inadequate education).

While this is important information, there is still information much more specific to Lara that

needs to be addressed, particularly with her difficulty with reading comprehension.

Frank (2014) brings up in his book, Specific Learning Disabilities, the recently

constructed theory about Nonverbal Learning Disabilities, or NVLD. The vast majority of

research into specific learning disabilities discusses reading difficulties, including those of

comprehension, carrying over into auditory learning as well (20). However, Lara’s strengths

indicate that auditory learning is actually a strength rather than a difficulty. This discrepancy in

other students led to the idea that there are other SLD that are specifically related to reading

and not an inability to decode, like was suggested in the introduction section. In particular, Frank

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notes that, “Other learning disabilities not primarily involving a verbal component are attributed

to dysfunctions of the right cerebral hemisphere” (179). The leading theory believes that the

deficit lies within a student’s copying ability and their visuoperception, where tests have shown

students with NVLD have significant impairments (185). Once again, though, the discovery and

study of NVLD is a fairly recent discovery so the underlying reasons for the struggles is not

readily apparent (180).

ADHD

The other component that Lara struggles with is Attention-Deficit Hyperactivity Disorder,

an all-too familiar, and yet largely misunderstood condition. ADHD is often thought of as a

disorder affecting someone’s attention and behavior but should instead be viewed as a deficit in

executive functions. Executive functions are the skills required for upper-level management

tasks. Executive functions are numerous, and many can be seen as struggles in Lara’s profile,

such as task initiation, organization, correct prioritization, and sustaining attention. In addition,

ADHD causes the mind to crave immediate and relevant stimuli to stay engaged in a task

(Kewley 26). Because of this, ADHD minds tend to flock to topics that interest them, and to

engage with those tasks heavily. Likewise, in classes that they find boring or unimportant, you’ll

find them dozing, drifting, and distracting themselves to pass the time (34). We see similar

behaviors in Lara across the two observed classes, one which had no problems at all, and one

which is roughly 80% not focused.

Comorbidity

ADHD and SLD, specifically one in reading, are very common comorbid diagnoses,

meaning that a child with a reading SLD is more likely to also have ADHD than the average

student. Most importantly, while these two issues can be comorbid, or independent, studies

have shown that they each have distinct effects on the brain, despite causing similar academic

difficulties (Frank 198). In other words, children with ADHD and an SLD will show unique

difficulties compared to a child with just one or the other.

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How does it affect the student in the educational setting?

As mentioned in the comorbidity section, a student with both ADHD and a reading SLD

will face all of the symptoms associated with both of them. From ADHD, generally a student

should be expected to act at around two-thirds of their actual age (Kewley 25). So, a 15-year old

should be expected to act and be treated as if they were between the ages of 10-12. This isn’t

an indictment on the student’s abilities or knowledge base. In fact, quite a few students with

ADHD actually have above-average IQs (34). Instead, this treatment is behavioral in nature.

Expect and prepare for students to make silly mistakes that they might have been expected to

grow out of. These are still mistakes that were made, and they should not be ignored, but they

should be punished in a way more appropriate for their behavioral age. In fact, addressing an

issue immediately is a necessity to help improve student response and instill proper behavior,

though positive consequences are always better motivators than negative ones (26).

The SLD/NVLD we see manifested in Lara has very unique effects on her school

experience. Symptoms of a reading SLD are quite easy to spot, as long as you’re looking for

them. Running evaluations early on that mirror the nature of the Jamestown Reading Probes

can alert you right away if there is a consistent delay in reading. For verbal SLD related to

reading, you might also notice problems with speech, and a delayed growth of vocabulary,

especially in childhood (Frank 20). However, if the issues are not actively being searched for,

they can often slip through the cracks. “Unlike intellectual disability, where learning

abnormalities are global and affect academic as well as nonacademic domains, the learning

difficulties of SLD are much more circumscribed. Many children with SLD are very capable in

various ways except academically. Their academic disability may relate to only one type of

academic learning (e.g., reading, calculation, writing), and may depend on the complexity of the

material learned” (15).

Another extremely important aspect of NVLD are those of mental health. Lara did not

show any outward signs of the behavioral struggles mentioned below, but given their

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prevalence, it is necessary to point them out for any teacher dealing with students with similar

disabilities. Research shows a “tendency towards social isolation as age increases. They are

very much at risk for the development of socioemotional disturbance, especially “internalized”

forms of psychopathology, including depression” (186). Even worse is that for children with the

comorbid disabilities, there are other common risks, “Children with RDs and ADHD have

significantly more antisocial behaviors than children who have RDs or ADHD alone” (197).

Best methods/interventions to help the student in their educational setting?

Response to Intervention

Response to Intervention programs, or RTI, are consistently the most recommended

method of identifying and supporting students with ADHD, SLD, or both. “The response to

intervention (RTI) model involves identifying a child’s weaknesses, providing a research-based

intervention, and monitoring progress (or lack thereof) in order to literally determine her

response to the intervention” (Sparrow & Erhardt 2014). Once identified, there are numerous

accommodations and modifications that can be offered to help the student engage on a level

playing field.

According to Frank (2014), students dealing just with an SLD should have unique

homework policies that focus on three main qualities:

1. simple, short assignments

2. careful monitoring by and rewards from teachers

3. parental involvement, especially to provide structure, conducive environments, and

immediate rewards

Additionally, schools should use supplementary sessions to focus with these students on the

teaching of functional skills such as computers. Within Lara’s situation, this is one consideration

that may be implemented, as the 30 minutes with the learning support teacher don’t seem to be

very useful if they only focus on the homework from the day, as opposed to learning a new skill

or improving Lara’s skills to combat her SLD or ADHD.

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 With ADHD, a similar approach should be instilled, especially in regards to

supplementing the regular curriculum with life skills like organization and prioritization. It is like

the adage, “give a man a fish, and he will eat for a day; teach a man to fish, and he will eat for a

lifetime.” These students need supports now in order to develop the necessary skills required to

survive in the real world with their ADHD. In addition, students with ADHD need to be monitored

on a day-by-day basis. The nature of ADHD, especially when unmedicated, is that students will

have lapses in attention no matter what. It is a biological problem that they have no control over.

Combining that with the difficulty students have in deferring rewards means setting up weekly

rewards charts simply will not be effective (ADHD & ID 2008).

Lastly, the issue of medication arises. ADHD medication is greatly misunderstood. The

threat of things like Adderall in pop culture distort the public’s view of what these medications

are used for. Kewley puts it best, “Teachers also need to understand the role of medication as

part of the treatment of ADHD. The use of medication should never be seen as an 'either/or’

situation. Medication stabilizes the situation, improves the concentration span, helps with

impulse control and lessens hyperactivity...and this allows educational and behavioral

management strategies to be more effective” (87). Medication is not the end-all, and especially

with the cost of many medications, it is unreasonable to expect every student to pay for it,

especially in a low-income area. However, medication should always be, at the very least,

recommended to a student’s family after a formal diagnosis.

Recommendations

Academic

Many of the accommodations, modifications, and interventions established in the case

study of Lara are very effective methods in treating SLD, though there is room for improvement

in addressing Lara’s ADHD diagnosis. Regardless, providing books on tape, reading tests out

loud, preferential seating, and chunking assignments are all fabulous ways to incorporate a

student more comfortably within the classroom.

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 That said, it is highly recommended that even stronger measures be put in place for

students with an SLD. As Frank (2014) outlines, “Children with NVLD should get help in school

for organizational skills, have more time to complete assignments and unlimited time for tests”

(190). In addition, curricular changes might be considered. Students with a NVLD in particular

struggle mightily with second language classes, so much so that it has been recommended to

be waived a part of the curriculum (230). While not specific to Lara’s case, spelling errors in

students with SLD like dyslexia should be ignored the vast majority of the time, especially on

longer assignments.

For ADHD, there needs to be a focus on the issues brought up in executive functioning.

Medication is important and will help set the groundwork for further expansion of proper

executive functioning behavior. But, more work needs to be given regardless, perhaps in

sessions with the learning support teacher or another expert. As far as classroom management,

diversity in the classroom activities is vital. Students with ADHD latch on to change, so

implementing lesson plans centered on the Universal Deisgn for Learning can provide massive

benefits. Even if a student is not much of a kinesthetic learner, simply having the opportunity to

do different things within a class can increase productivity (ADHD & ID 2008). Better

questioning techniques can be incorporated as well, such as asking a question, followed by

“think about it, then raise your thumb when you have an answer.” Providing extra wait time, and

actively engaging students in all aspects of the class can grab attention much more readily

(ADHD & ID).

The Jamestown Timed Readings are also a great method for increasing the reading

ability, though nine weeks might be a generous estimate. Frank (2014) points out that for

students with an NVLD, “The method of remediation is mainly through practice, repeated

training and education, done with an underlying understanding that experience can cause gain

in performance. Supporting this understanding is evidence that sensory experience, obtained by

practice, induces gains in basic perceptual skills through brain mechanisms facilitating the

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encoding aspects of a learned motor and possibly other behaviors. In other words, there is an

experience-dependent plasticity by which discrete changes can occur within sensory and motor

neuronal groups in the cortex as a result of repeated performance of a task” (226). Even if the

progress is not immediate in Lara, the process seems to be correct and should hopefully

provide better results in the future.

Behavioral

As was touched on earlier, it is extremely important to provide adequate behavioral

support to students dealing with a NVLD, especially with ADHD. This is true even in the case of

Lara, even though she shows no active symptoms of something like depression, the likelihood

only increases as students age further. Plus, it is not uncommon for students to hide their

disappointment or stress inside of them, leading to internal conflicts that only become worse the

longer they are left untreated. Providing a psychologist for the student through the school is

imperative for maintaining student safety. Treatment of the child and adolescent with SLD

should not focus only on the academic part of the disability, but also on the social, emotional,

and behavioral parts. These, equally and sometimes more than the educational part, depend on

the strengths of the child and the support system, including the child’s parents, school, and

immediate social circle” (206).

In regards to ADHD and the possible disruptions it causes, make sure the punishment

matches the crime, and make sure said punishment is immediate. In Lara’s case, her detentions

for her behavior do not do anything to combat her behavior, for one because she can’t help it in

some ways, and more importantly, because it is a delayed punishment, giving more time for a

student with ADHD to dissociate with their initial transgression. Furthermore, go out of your way

to provide positive feedback to students with ADHD. Quite often, the students with ADHD,

especially those unable to override their ADHD via their intelligence, will find themselves only

receiving punishments or stern words from their teachers, parents, and other adults in their life.

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Time must be given to highlight and promote good behavior in students, or they simply will

continue to resist (ADHD & ID 2008).

While more useful at the elementary level, a break area is also important for students

with ADHD to calm their brain when it begins to race. If a break room seems too embarrassing,

then provide students with the ability to wander the halls for a few minutes to clear their head.

Discuss it with them ahead of time, do not point it out when they leave, and be understanding

that the student is acting to promote their health, and not to spite your class or your teaching

(ADHD & ID). Additionally, some kind of stress toy or stress ball could also help relay attention

towards instruction during class-time, so having some on hand would always be helpful.

Social

In the case of Lara, there seems to be very few, if any, social problems. She is well-liked

by peers and adults in her life, even if she occasionally ends up in detention for outbursts in

class. However, Lara is actually unique in this case, as the vast majority of students with NVLD

and ADHD experience intense desires to self-isolate themselves from the world around them

(186). In addition, even in students that are not prone to isolation naturally, frequent poor

experiences and embarrassing moments in the classroom or the home can trigger emotional

responses similar to depression (Frank 197). On a lighter note, it is not uncommon for students

with ADHD and SLD to have both an intense passion and an intense talent in a subject outside

of the usual curriculum, such as music, arts, sports, etc. These interests should be promoted

and pushed, as the student will find communities within those spaces which can help to improve

isolationistic tendencies and to boost self-confidence and self-worth.

Conclusion

Lara’s experiences provided a unique lens into a condition that is still relatively

misunderstood. Further research into the facets of SLD related to nonverbal reading struggles

could be vital in helping students like Lara overcome some of their obstacles earlier in their

lives. Also of great importance is the need to address any and all disabilities a student may be

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struggling with. Outside of her medication, the majority of Lara’s IEP was focused on ideas to

promote her reading growth, leaving a lot to be desired in terms of behavioral monitoring or

executive function training. Perhaps most importantly of all, students like Lara are rare, but not

because of their circumstances. Instead, students like Lara tend to slip through the cracks of the

special education department, so instilling a proper Response to Intervention system to weed

out these students should be a mandatory requirement in schools, especially since the earlier

these disabilities and the struggles they cause are identified, the faster and more effectively they

can be handled, leading to happier students, teachers, and parents.

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 References

(2008). ADHD & ID: Powerful teaching strategies and accommodations [Video file]. (2008).

Infobase.

Frank, Y. (2014). Specific learning disabilities. Oxford University Press.

Kewley, G. (2011). Attention deficit hyperactivity disorder: What can teachers do? (3rd ed.).

Routledge.

McDowell, M. (2018) Viewpoint: Specific learning disability. Journal of Pediatrics and Child

Health, 54, 1077-1083. https://doi.org/10.1111/jpc.14168

McGraw Hill. (2020). Jamestown Timed Readings. McGraw Hill.

Sparrow, E.P., & Erhardt D. (2014) Essentials of ADHD assessment for children and

adolescents (A.S. Kaufman, & N.L. Kaufman, ed.). John Wiley & Sons, Inc.

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