Distilling decades of research, this practical manual presents an innovative intervention for families of 6- to 10-year-olds (grades 1-5) with attention-deficit/hyperactivity disorder (ADHD). Family-School Success (FSS) focuses on improving children's behavior and academic performance by strengthening parent-child, teacher-student, and family-school relationships. Detailed guidelines are provided for implementing FSS with parent groups or individual families, including how to involve children in groups and collaborate with teachers. The authors discuss ways to deliver FSS effectively in school- and clinic-based settings, private practice, and primary care. In a convenient large-size format, the book features dozens of reproducible parent handouts and worksheets, assessment tools, and fidelity checklists, which can also be downloaded and printed.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Preface
I. Foundations of the Family-School Success Program
1. Introduction and Overview
2. Theoretical and Empirical Justification for Family-School Success
3. Setting Up the Family-School Success Program
4. Conducting Family-School Success Sessions
II. The Family-School Success Manual
5. FSS Session 1: Introduction to the Family-School Success Program
6. FSS Session 2: Strengthening Family Relationships
7. FSS Session 3: Understanding the Basics of Behavior Management
8. FSS Session 4: Preparing for Family-School Collaboration
9. FSS Session 5: Introducing the Token Economy
10. FSS Session 6: Understanding the Function of Behavior and Establishing the Homework Ritual
11. FSS Session 7: Managing Time and Goal Setting
12. FSS Session 8: Using Punishment Successfully
13. FSS Session 9: Planning for Future Success
III. Adaptations and Evaluation
14. Adaptations across Settings, Populations, and Time of Year
15. Assessing Intervention Fidelity, Engagement, and Outcomes, with Jenelle Nissley-Tsiopinis
16. Assessing the Outcomes of Family-School Success, with Yael Gross and Katie Tremont
Appendix A. Parent Handouts and Homework Assignments
Appendix B. Fidelity Checklists
Appendix C. Outcome Measures
References
Index

Thomas J. Power, PhD, ABPP, is Professor of School Psychology in Pediatrics and Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and Distinguished Endowed Chair in the Department of Pediatrics at Children's Hospital of Philadelphia (CHOP). Dr. Power has been Director of the Center for Management of ADHD at CHOP since 1999. He spent many years providing services to children and families coping with attention-deficit/hyperactivity disorder (ADHD) and has been dedicated to interprofessional training and intervention research throughout his career. Dr. Power is a past editor of School Psychology Review and was a member of the Society for Developmental and Behavioral Pediatrics committee that prepared the Clinical Practice Guideline for the Assessment and Treatment of Children and Adolescents with Complex ADHD.

Jennifer A. Mautone, PhD, ABPP, is Associate Professor of School Psychology in Psychiatry at the Perelman School of Medicine at the University of Pennsylvania and Director of Primary Care Behavioral Health Research in the Department of Child and Adolescent Psychiatry and Behavioral Sciences at Children's Hospital of Philadelphia (CHOP). Dr. Mautone served as founding Co-Director of Healthy Minds, Healthy Kids, the integrated behavioral health in primary care program at CHOP. Her research and clinical practice focus on improving connections between systems of care (for example, families, schools, health systems) and increasing equitable access to and utilization of high-quality, culturally responsive behavioral health services for children and adolescents. Dr. Mautone has published over 50 peer-reviewed papers in scientific journals.

Stephen L. Soffer, PhD, is Professor of Clinical Psychiatry at the Perelman School of Medicine at the University of Pennsylvania. At Children's Hospital of Philadelphia (CHOP), he is Co-Chief, Division of Outpatient Behavioral Health in the Department of Child and Adolescent Psychiatry and Behavioral Sciences; Training Director of the Psychology Internship Program; and a psychologist at the Center for Management of ADHD. In addition to caring for children and families, Dr. Soffer is actively involved in clinical teaching of psychology and psychiatry trainees. He has a long-standing commitment to developing and implementing suicide prevention initiatives, including expanding the use of evidence-based practice in youth suicide risk assessment and intervention in pediatric health care settings.