PROMOTING ACADEMIC ACHIEVEMENT IN ADHD CHILDREN

描述（申请人摘要）：拟定研究的总体目标是 以评估为基础的学校干预的有效性， 封装（例如，教学修改），以提高学术 小学注意力缺陷儿童的学习成绩 多动症（ADHD）。一种咨询式问题解决模式， 功能和学术评估数据将用于个性化定制 学生的课堂干预成分。180份样品，第1至 符合ADHD研究标准的四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 干预组（GAI）。两组都将接受老师，家长， 计算机和同行为媒介的学术干预为期一年， 接下来是为期四个月的概括程序，重点是 自我调节策略。IAI干预策略的选择 将基于目标学术关注的假设功能， 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将包括一个教师辅导部分，以促进使用 选择策略，而GAI不会。基于课程的测量数据 将用于监测和调整IAI组的干预措施， 数据将不用于GAI组。相关措施将包括 标准化的和以成绩为基础的学业成绩指数，档案 数据（例如，学校出勤率和字母等级），宽带和窄带 由家长和教师完成的行为评级，直接观察 课堂行为，以及家长、教师和学生对治疗的评价 可接受性将在五种情况下评估组间差异 28个月，后一个评估阶段为一年 随访将使用以下两种多变量分析来分析结果： 重复测量方差和分层线性模型。是 假设IAI的学术干预方法将导致 学习成绩和课堂表现都有显著改善， 与更典型的学校服务GAI方法相比， 对于这个人口。

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.