Issues with the Psychoeducational Assessment from a Parents Perspective and the Effectiveness of Academ ADHD Provided by the School: A Narrative Literature Review

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dc.contributor.advisorToplak, Maggie
dc.contributor.authorBahadoorsingh, Judy
dc.date.accessioned2025-04-10T10:52:26Z
dc.date.available2025-04-10T10:52:26Z
dc.date.copyright2024-12-05
dc.date.issued2025-04-10
dc.date.updated2025-04-10T10:52:25Z
dc.degree.disciplineInterdisciplinary Studies
dc.degree.levelMaster's
dc.degree.nameMA - Master of Arts
dc.description.abstractThis narrative literature review explores the challenges of adolescents with ADHD and/or comorbid disorders in classroom interventions (e.g. reading, writing, and organization skills) as well as the psychoeducational assessments involving their parents. The review draws from literature in three disciplines: psychology, education, and critical disability, in order to identify and highlight the issues, gain insights and demonstrate the subject’s intricate nature. The research questions explore the challenges parents face with psychoeducational assessments. It also explores the effectiveness of academic skills interventions provided by special education programs for adolescents with ADHD or ADHD and comorbid disorders. The review surfaces a gap in the literature on the issues of psychoeducational assessments generally and, specifically, a lack of peer-reviewed studies in Canada, which is the primary jurisdiction of interest. Six main themes emerged from ten studies, as well as three intersecting themes related to both assessments and interventions. Intersecting themes included compliance, willingness, effectiveness, and stigma. An analysis of the themes reveals that parents often adhere to assessment recommendations but struggle with the complexity of the report and question its efficacy. Adolescents' unwillingness to participate in interventions was related to issues such as perceived ineffectiveness and stigma. The analysis reveals that these issues hinder effectiveness in assessments and interventions. The conclusions offer insights on these issues and make recommendations that may assist adolescents with ADHD.
dc.identifier.urihttps://hdl.handle.net/10315/42832
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subject.keywordsPsychoeducational assessment
dc.subject.keywordsADHD
dc.subject.keywordsSpecial education
dc.subject.keywordsAcademic intervention
dc.subject.keywordsParents
dc.subject.keywordsAdolescents
dc.subject.keywordsHigh school
dc.subject.keywordsSecondary school
dc.subject.keywordsPsychological assessment
dc.subject.keywordsPsychoeducational report
dc.subject.keywordsRecommendations
dc.subject.keywordsClassroom
dc.subject.keywordsOutcome
dc.subject.keywordsPerformance
dc.subject.keywordsEffectiveness
dc.subject.keywordsEfficacy
dc.titleIssues with the Psychoeducational Assessment from a Parents Perspective and the Effectiveness of Academ ADHD Provided by the School: A Narrative Literature Review
dc.typeElectronic Thesis or Dissertation

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