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The Journal of School Nursing
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Practice Improvement Projects

Small Group Intervention for Children With Attention Disorders

Gail M. Houck, RN, PhD, PMHNP

Gail M. Houck, RN, PhD, PMHNP, is associate professor at the School of Nursing of the Oregon Health & Sciences University, Portland, OR

Mary Catherine King, RN, PsyD, PMHNP

Mary Catherine King, RN, PsyD, PMHNP, is professor and associate dean for student affairs at Reed College, Portland, OR

Bill Tomlinson, RN, BSN, NCSN

Bill Tomlinson, RN, BSN, NCSN, is a school nurse in the Department of School Health Services, Multnomah Education Service District, Portland, OR

Ann Vrabel, RN, BSN

Ann Vrabel, RN, BSN, is a school nurse in the Department of School Health Services, Multnomah Education Service District, Portland, OR

Kathleen Wecks, RN, BSN

Kathleen Wecks, RN, BSN, is a school nurse in the Department of School Health Services, Multnomah Education Service District, Portland, OR

Children with attention disorders can experience adverse long-term effects on academic performance, vocational success, and socioemotional development. They experience some level of functional impairment that extends across settings, including the home and school. In combination with medication, group interventions with school-age children were found to be effective for enhancing social behavior. This article describes two practice improvement projects that provided group experiences for children with attention-deficit/hyperactivity disorder (ADHD) symptoms, including disruptive behavior. Four skill domains were addressed: communication, friendship, self-control, and social problem solving. One project provided activities for early school-age children with ADHD who were treated with medication only. Another provided a support group on self-management for freshman boys with ADHD who were also treated with medication only. In both projects, the disruptive behavior of the participants decreased by the end of the group sessions.

Key Words: attention disorders • disruptive behavior • social development

The Journal of School Nursing, Vol. 18, No. 4, 196-200 (2002)
DOI: 10.1177/10598405020180040601
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