Do you have a 3, 4, or 5 year old child?
Does your child exhibit frequent inattention, act quickly without thinking, become easily distracted, and have a high activity level?
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About Project PEAK
PROJECT PEAK: Promoting Engagement with ADHD Pre-Kindergarteners
Sponsored by the Institute of Education Sciences (IES)
U.S. Department of Education
Parents will gain effective behavior management strategies to use in their home and community, receive support from a child development specialist, develop a personalized plan of action and connect with other parents.
We will do initial screenings/assessments in the summer and fall and conduct classes in the fall and spring. The family education program will begin in the fall.
What We Are Looking For
- Age 3-5
- Not attending kindergarten
- Enrolled in a preschool, nursery school or group daycare setting at least 2 days per week
- Exhibiting behavioral symptoms of ADHD (ADHD diagnosis not necessary) including frequent inattention, acting quickly without thinking, distractibility, and a high level of activity
- Families should be within a 1 1/2 hour radius of Lehigh University, located in Bethlehem, PA
- Parent must have access to computer with internet access
What are the Expectations
- Complete the family education sessions
- Complete 10 weekly parent education sessions
- Allow data collectors to visit your home 3 times over a ten-week period to observe you using the strategies taught in the program
- Complete a set of assessment measures prior to the first session and after the last session
What You Will Receive
- Free education on how to improve their child's behavior and early reading/math skills
- Receive a brief report regarding their child's behavioral and academic functioning based on our research measures
- Small stipend for completing a set of measures before and after treatment
The purpose of PEAK is to evaluate both face-to-face and online early intervention family education programs and is designed to target the issues of young children (age 3-5) exhibiting early behavioral symptoms of attention-deficit/hyperactivity disorder (ADHD). We are looking for 30-45 parents/guardians to assist with the development and evaluation of this program
Contact us at email@example.com or 610-758-6980 to learn more.
The symptoms of attention-deficit/hyperactivity disorder (ADHD) often begin early in life. In fact, many young children enter school with behavioral and cognitive symptoms that put them at a significant disadvantage compared with their typically-developing peers. Over the past several decades, researchers, psychologists and educators have devoted much time and effort to understanding and treating ADHD. Yet only recently have these efforts begun to focus more closely on the specific needs of preschool-aged children who are disruptive or inattentive. This book, by George DuPaul and Lee Kern, a school psychologist and special educator respectively, is the first to describe empirically-supported early intervention with children aged 2–5 years who have or are at risk for ADHD.
An Answer for Pre-K ADHD
Attention Deficit Hyperactivty Disorder, or ADHD, has quietly become one of America's most critical public health crises. The incurable disorder is responsible for upward of $52 billon in health care costs every year - nearly $17,500 per individual, according to the Center soft Disease Control and Prevention. Unfortunately, children are being diagnosed with the disorder at a record pace. ADHD diagnoses have increased an average of 3 percent annually since 1997. But helping children and families identify - and manage - the symptoms during early school years may help offset the problems associated with the disorder as they get older, says George DuPaul, professor of school psychology. In 2009, DuPaul and colleague, Lee Kern, professor of special education, found that a series of non-medicinal interventions geared toward children between the ages of 3 and 5 significantly improved their social and academic behavior. The 135 children who participated in the study had all shown signs of having ADHD, using criteria established by the American Psychological Association. in 2011, the tandem extended their research of the same children to include a wider set of 40 measures. Again, they found the children responded favorably to tailored interventions. Teachers reported a sharp decrease in students' oppositional and noncompliant behavior, for example. Remarkably, the percentage of children in the multiyear study meeting the criteria for ADHD declined from 100 percent to 62 percent in just two years. "We have a lot to learn about children who are the most vulnerable and at-risk for ADHD," says DuPaul. "But intervening with appropriate supports, especially in the home, can go a long way in helping children manage and treat their ADHD symptoms."
Dr. George DuPaul
Dr. DuPaul is a Co-Principal Investigator for Project PEAK. Dr. DuPaul is Professor of School Psychology in the College of Education at Lehigh University. He has conducted numerous studies of assessment and intervention for individuals with ADHD.
Specifically, he has co-authored over 130 journal articles related to ADHD, most of these focused on empirical evaluations of school-based or community-based intervention for students with ADHD. Dr. DuPaul has been named to the Children and Adults with ADHD (CHADD) Hall of Fame and received the 2008 Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association. He is also a former President of the Society for the Study of School Psychology.
Dr. Lee Kern
Dr. Kern is the Professor and Associate Chair of the College of Education at Lehigh University. She has extensive experience implementing and evaluating behavioral and academic interventions with children, including pre-schoolers with and at-risk for ADHD. Dr. Kern has served as both a classroom teacher, preschool classroom consultant, and a school-based mental health consultant. She has numerous publications, including a recent book with Dr. DuPaul entitiled, Young Children with ADHD, that describes intervention models and strategies primarily based on work from a previously NIMH funded project. Dr. Kern is currently editor of Journal of Positive Behavior Interventions and Associate Editor of School Mental Health. She serves on the advisory board for five other journals in the field of behavior and special.