Abstract
In this article we critique the current concept of attention deficit hyperactivity disorder (ADHD) as it applies to primary school boys and girls. Generally, ADHD symptoms in young children are treated as if they reside solely within the child. The biological determinism of this conceptualization is both oversimplified and inaccurate. A developmental contextualist approach suggests that biological and classroom variables interact to elicit ADHD-related behaviors. In this article we define ADHD, present a model of developmental contextualism, and show ways in which the theory can overcome limitations in current conceptualizations of ADHD and guide future pedagogy and research.
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