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（申请人的摘要）：拟议研究的总体目标是 确定基于评估的学校干预的有效性 改善学术的软件包（例如，教学修改） 成就具有注意力不足的小学生 多动症（ADHD）。采用协商问题的模型 功能和学术评估数据将用于单独量身定制 学生的课堂干预组件。第180个样本，第一至 符合多动症研究标准的四年级儿童将随机分配 进行个性化的学术干预（IAI）或通用学术 干预（GAI）组。这两个小组都会收到教师，父母， 计算机和同行介导的学术干预措施一年， 然后进行四个月的概括程序，将重点放在 自我介导的策略。 IAI中的干预策略的选择 将基于目标学术问题的假设功能和 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将包括一个教师教练组成部分，以促进使用 选定的策略，而GAI不会。基于课程的测量数据 这些将用于监视和调整IAI组的干预措施 GAI组将不会使用数据。依赖措施将包括 标准化和基于课程的学业绩效指数，档案 数据（例如，上学和字母成绩），宽带和狭窄的乐队 父母和老师完成的行为评级，直接观察 课堂行为以及父母，教师和学生评级 可接受性。在小组之间的差异之间将五次评估 在28个月中，后一个评估阶段代表一年 后续。将使用两个多元分析分析结果 具有重复度量和分层线性建模的差异。这是 假设IAI的学术干预方法将导致 学术成就和课堂行为的显着改善 跨时间和相对于更典型的学校服务方法 对于这个人群。