| This project explored various aspects of a child's development and the importance of the cognitive construct of attention as it relates to executive functions. A review of the literature explored childhood development and attention, the success of early intervention programs related to attention, educational legislation related to Attention-Deficit/Hyper-activity Disorder (ADHD), and current trends in assessment of ADHD and executive functioning in a clinical setting and in school programs. Various aspects of executive functions, attention, and memory are discussed as critical components of skills required for school success. The study proposes an assessment of attention and executive functions within the scope of a school neuropsychological paradigm to investigate critical tenets of ADHD. A draft of a resource guide was submitted to expert reviewers for input and critique and subsequently modified to reflect their feedback. A sample of school psychologists and two mental health professionals reviewed the resource guide and provided feedback regarding its usefulness, relevance, and application in the school setting. Responses from field testers were analyzed and reported to determine the effectiveness of the resource guide. Results showed favorable feedback from both the expert reviewers and the field testers, indicating that the goal of the resource guide was achieved. A final draft of the resource guide is included practical use and reference by school psychologists.;Keywords: ADHD, executive functioning, working memory, attention, ADHD assessment, neuropsychological assessment. |
