Interrogating the Effectiveness of Educational Practices: A Critique of the Evidence-Based Psychosocial Treatments for Children Diagnosed with Attention-Deficit/ Hyperactivity Disorder

Anastasios Gaitanidis; Athanasios  Koutsoklenis

doi:10.3889/feduc.2017.00011

Interrogating the Effectiveness of Educational Practices: A Critique of the Evidence-Based Psychosocial Treatments for Children Diagnosed with Attention-Deficit/ Hyperactivity Disorder

Anastasios Gaitanidis, Athanasios Koutsoklenis

School of Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

In this paper, we critically evaluate the literature of evidence-based psychosocial interventions for children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Our paper is structured around five main criticisms. First, the evidence-based psychosocial interventions are formulated on the basis of the categorical diagnosis of ADHD, which is an ambiguous diagnostic entity. Second, they claim homogeneity among children diagnosed with ADHD. Third, they diffuse non-pedagogical language in education. The fourth criticism refers to the methodological bias by which evidence is produced. The fifth and final criticism describes how this body of literature promotes a pedagogical practice that relies on manualized approaches to be considered effective.

Original language	English
Pages (from-to)	1-5
Number of pages	5
Journal	Frontiers in Education
Volume	2
Issue number	11
DOIs	https://doi.org/10.3889/feduc.2017.00011
Publication status	Published - 4 Apr 2017

Keywords

Attention Deficit Disorder with Hyperactivity
Psychosocial Interventions
Evidence-Based Practice
Critique
Inclusive Education

Access to Document

10.3889/feduc.2017.00011Licence: Unspecified

https://doi.org/10.3389/feduc.2017.00011

Cite this

@article{46c3648f0c0547e6998ed075d0ce1f88,

title = "Interrogating the Effectiveness of Educational Practices: A Critique of the Evidence-Based Psychosocial Treatments for Children Diagnosed with Attention-Deficit/ Hyperactivity Disorder",

abstract = "In this paper, we critically evaluate the literature of evidence-based psychosocial interventions for children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Our paper is structured around five main criticisms. First, the evidence-based psychosocial interventions are formulated on the basis of the categorical diagnosis of ADHD, which is an ambiguous diagnostic entity. Second, they claim homogeneity among children diagnosed with ADHD. Third, they diffuse non-pedagogical language in education. The fourth criticism refers to the methodological bias by which evidence is produced. The fifth and final criticism describes how this body of literature promotes a pedagogical practice that relies on manualized approaches to be considered effective.",

keywords = "Attention Deficit Disorder with Hyperactivity, Psychosocial Interventions, Evidence-Based Practice, Critique, Inclusive Education ",

author = "Anastasios Gaitanidis and Athanasios Koutsoklenis",

year = "2017",

month = apr,

day = "4",

doi = "10.3889/feduc.2017.00011",

language = "English",

volume = "2",

pages = "1--5",

journal = "Frontiers in Education",

issn = "2504-284X",

publisher = "Frontiers Media",

number = "11",

}

Interrogating the Effectiveness of Educational Practices: A Critique of the Evidence-Based Psychosocial Treatments for Children Diagnosed with Attention-Deficit/ Hyperactivity Disorder. / Gaitanidis, Anastasios; Koutsoklenis , Athanasios .
In: Frontiers in Education, Vol. 2, No. 11, 04.04.2017, p. 1-5.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - Interrogating the Effectiveness of Educational Practices: A Critique of the Evidence-Based Psychosocial Treatments for Children Diagnosed with Attention-Deficit/ Hyperactivity Disorder

AU - Gaitanidis, Anastasios

AU - Koutsoklenis , Athanasios

PY - 2017/4/4

Y1 - 2017/4/4

N2 - In this paper, we critically evaluate the literature of evidence-based psychosocial interventions for children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Our paper is structured around five main criticisms. First, the evidence-based psychosocial interventions are formulated on the basis of the categorical diagnosis of ADHD, which is an ambiguous diagnostic entity. Second, they claim homogeneity among children diagnosed with ADHD. Third, they diffuse non-pedagogical language in education. The fourth criticism refers to the methodological bias by which evidence is produced. The fifth and final criticism describes how this body of literature promotes a pedagogical practice that relies on manualized approaches to be considered effective.

AB - In this paper, we critically evaluate the literature of evidence-based psychosocial interventions for children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Our paper is structured around five main criticisms. First, the evidence-based psychosocial interventions are formulated on the basis of the categorical diagnosis of ADHD, which is an ambiguous diagnostic entity. Second, they claim homogeneity among children diagnosed with ADHD. Third, they diffuse non-pedagogical language in education. The fourth criticism refers to the methodological bias by which evidence is produced. The fifth and final criticism describes how this body of literature promotes a pedagogical practice that relies on manualized approaches to be considered effective.

KW - Attention Deficit Disorder with Hyperactivity

KW - Psychosocial Interventions

KW - Evidence-Based Practice

KW - Critique

KW - Inclusive Education

UR - http://journal.frontiersin.org/article/10.3389/feduc.2017.00011/full

U2 - 10.3889/feduc.2017.00011

DO - 10.3889/feduc.2017.00011

M3 - Article

SN - 2504-284X

VL - 2

SP - 1

EP - 5

JO - Frontiers in Education

JF - Frontiers in Education

IS - 11

ER -

Interrogating the Effectiveness of Educational Practices: A Critique of the Evidence-Based Psychosocial Treatments for Children Diagnosed with Attention-Deficit/ Hyperactivity Disorder

Abstract

Keywords

Access to Document

Other files and links

Cite this