|Prevalence rates for children's disruptive behavior in low-income communities are more than four times national estimates. Although we are not aware of accurate prevalence data for ADHD in urban, low-income communities, the challenge of educating students with ADHD is clearly a major concern for urban educators. In this presentation we will describe a federally funded service model that pairs peer-nominated teacher opinion leaders with community-based mental health service providers to provide services for students with ADHD in low-income urban schools. In this model, teacher opinion leaders and clinicians are enrolled together in a web-based university course, developed and taught by the project team, on effective educational and mental health strategies for students with ADHD. These teacher-clinician pairs then collaborate on the implementation of interventions and the sharing of methods and materials with teachers in their buildings, thus providing the necessary support for teachers to adopt more favorable attitudes toward interventions and ultimately more effective classroom strategies for students with ADHD. Current project findings also will be presented.
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