PROMOTING ACADEMIC ACHIEVEMENT IN ADHD CHILDREN

促进多动症儿童的学业成绩

• 批准号: 6528910
• 负责人: GEORGE J DUPAUL
• 金额: $ 35.91万
• 依托单位: LEHIGH UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-30 至 2005-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6528910
• 关键词: academic achievement; attention deficit disorder; behavioral /social science research tag; clinical research; elementary school; human subject; mathematical model; mental disorder chemotherapy; middle childhood (6-11); model design /development; problem solving; psychological models; stimulant /agonist

DESCRIPTION (Applicant's abstract): The overall goal of the proposed study is to determine the effectiveness of an assessment-based, school intervention package (e.g., instructional modifications) in improving the academic achievement of elementary school-aged children with Attention Deficit Hyperactivity Disorder (ADHD). A consultative problem-solving model employing functional and academic assessment data will be used to individually tailor classroom intervention components for students. A sample of 180, 1st through 4th grade children meeting research criteria for ADHD will be randomly assigned to an Individualized Academic Intervention (IAI) or a Generic Academic Intervention (GAI) group. Both groups will receive teacher-, parent-, computer-, and peer-mediated academic interventions for a period of one year, followed by a four-month generalization procedure that will focus on self-mediated strategies. The selection of intervention strategies in the IAI will be based upon hypothesized functions of target academic concerns and academic assessment data, while selection of GAI procedures will be driven by the diagnosis and target behavior (i.e., typical treatment selection process). The IAI will include a teacher coaching component to facilitate the use of selected strategies, while the GAI will not. Curriculum-based measurement data will be used to monitor and adjust intervention in the IAI group while these data will not be used with the GAI group. Dependent measures will include standardized and curriculum-based indices of academic performance, archival data (e.g., school attendance, and letter grades), broad- and narrow-band behavior ratings completed by parents and teachers, direct observations of classroom behavior, and parent-, teacher-, and student ratings of treatment acceptability. Between group differences will be assessed on five occasions across 28 months with the latter assessment phase representing a one-year follow-up. Results will be analyzed using both multivariate analyses of variance with repeated measures and hierarchical linear modeling. It is hypothesized that the IAI approach to academic intervention will result in significant improvement in academic achievement and classroom behavior both across time and relative to the more typical GAI approach to school services for this population.

描述(申请人摘要)：拟议研究的总体目标是 确定以评估为基础的学校干预的有效性 提高学术水平的一揽子计划(例如，教学修改) 注意缺陷小学学龄儿童的学习成绩 多动症(ADHD)。一种咨询性问题解决模式 功能和学术评估数据将用于个人定制 针对学生的课堂干预组件。180个样本，第一个到第二个 符合ADHD研究标准的4年级儿童将被随机分配 个性化学术干预(IAI)或一般学术 干预组(GAI)。两个小组都将收到老师、家长、 在为期一年的时间里，进行计算机和同行中介的学术干预， 接下来是为期四个月的推广程序，重点是 自我调停的策略。IAI干预策略的选择 将基于目标学术关注的假设功能和 学术评估数据，而GAI程序的选择将由 诊断和目标行为(即典型的治疗选择过程)。 IAI将包括教师指导部分，以促进使用 选定的策略，而GAI不会。基于课程的测量数据 将用于监测和调整IAI组的干预，而这些 数据不会用于GAI组。从属措施将包括 标准化和基于课程的学业成绩指数，档案 宽带和窄带数据(例如，出勤率和字母成绩) 由家长和老师完成的行为评级，直接观察 课堂行为，以及家长、老师和学生对治疗的评级 可接受性。小组之间的差异将在五种情况下进行评估 跨28个月，后一个评估阶段为一年 后续行动。结果将使用以下两种多变量分析进行分析 具有重复测量和分层线性建模的方差。它是 假设IAI对学术干预的方法将导致 学业成绩和课堂行为均有显著改善 跨越时间和相对于更典型的GAI方式的学校服务 对这群人来说。