Abstract

This article reviews neurobiological, psychological, behavioral, and social interactional paradigms for the study of attention deficit hyperactivity disorders (ADHD). An integrated model for the assessment, diagnosis, and treatment of ADHD will be explored. Because the controversy among these approaches remains vigorous today, a review of the literature provides a contex for why these theories should be integrated. Whereas it will be argued that each paradigm offers unique information that adds significantly to advancing a science of childhood disorders, an integrated model provides a vehicle necessary for the study and understanding of ADHD.

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