“This book is a 'must have' for clinicians, researchers, and trainers concerned with supporting children with ADHD. FSS is a highly innovative approach that integrates research-based practices and encourages their delivery in the context of positive family–school relationships. The comprehensive tools provided in the book—including handouts, fidelity checklists, evaluation measures, and tips for adaptations—ensure seamless and effective implementation. I can't think of any intervention more important than FSS for students with ADHD!”

—Susan M. Sheridan, PhD, Director, Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska–Lincoln


“Based on decades of state-of-the-art research and written by leaders in the field, this book leverages the relationship between parents and school personnel to enhance academic and social–emotional functioning for children with ADHD. Few ADHD resources integrate home and school interventions like this one, making it a unique and necessary manual for therapists and school mental health providers.”

—Andrea Chronis-Tuscano, PhD, Joel and Kim Feller Endowed Professor, Department of Psychology, University of Maryland, College Park


“An exceptional manual for mental health clinicians treating childhood ADHD. The guide is well organized and highly usable, with clear and succinct session summaries, handouts, and tools for fidelity and progress monitoring. The focus on optimizing treatment engagement through parent self-discovery and empowerment is exemplary, and is facilitated by useful scripted prompts and troubleshooting tips.”

—Linda J. Pfiffner, PhD, Department of Psychiatry and Behavioral Sciences, University of California, San Francisco


“The authors generously share their expertise and tips from 25 years of pioneering effective family-based services for children with ADHD. FSS is a manualized intervention that can be delivered in its entirety or adapted as appropriate for a given circumstance. Exemplifying cultural humility, the authors recognize that parenting practices are not one-size-fits-all, and instead use motivational interviewing strategies to ensure fit of intervention elements with families' values and goals. Busy practitioners will benefit from numerous ready-to-use handouts that communicate key points from each session and provide between-session application activities.”

—Shannon Suldo, PhD, Director of Clinical Training, School Psychology Program, University of South Florida


“Power and colleagues have built on the earlier Homework Success Program to offer a compelling, empirically based approach to working with families and children with ADHD and facilitating family–school collaboration. This book provides thorough background information about FSS, a program manual and supporting materials, and guidelines for adapting FSS for use across different settings. Along with being an excellent addition to the toolkits of established practitioners, this is a valuable resource for trainees developing skills to work with families of children and adolescents with ADHD.”

—Robert J. Volpe, PhD, Department of Applied Psychology, Northeastern University