Increasing Academic Success in Middle School Students with ADHD

描述(申请人提供)：该项目的目的是[开发和测试亲子协作干预的效果，以提高注意缺陷多动障碍(ADHD)中学生的学习功能。作为测试干预的一部分，我们还将探索在中学时期改善家庭与学校沟通的方法。为此，42名ADHD中学生(总N=84人)将被随机分配到两个队列中，接受干预或参与通常控制条件下的监测治疗。每个队列将在秋季招募，干预将在春季进行，因为患有ADHD的中学生在这几个月经历了最严重的学习障碍(Schultz，Evans，&Serpell，2009)。该计划将教育家长：1)在学校和家里监控日常学业目标；2)实施全面的家庭特权计划，旨在加强学业进步。这些干预措施对患有ADHD的小学生来说是循证的(DuPaul&Stoner，2003；Pelham&Fabiano，2008)，在中学环境中显示出初步的有效性(Evans等人，2009)，但由于将要讨论的障碍，事实证明很难在中学有效地实施。为了测试干预的效果，这项研究将检查治疗对GPA的影响，家长/教师对学习功能和课堂行为的评分，以及家长/自己对亲子关系的评分。参与者将参加秋季和[治疗中期、治疗后和6个月的跟踪评估，以评估站干预措施的维护和推广]的摄入量评估。教师评分也将在这些点位收集。为了调查STAND的可行性，我们将获得干预交付(即基于网络、电子邮件、纸张/铅笔)、[满意度、治疗联盟、治疗可信度、家长和青少年参与、家长、青少年和教师对治疗程序的遵从性以及参与治疗的障碍]的偏好。]本项目是为ADHD中学生开发可输出的、协作性的、全面的家长协调的学业干预的首次尝试。如果干预参与者在学习功能[和治疗效果的维持]方面表现出有意义的改善，该计划可以显著受益于严重缺乏服务的ADHD青少年人口。鉴于几乎没有什么解决方案减少了这一人群中提供治疗的实质性障碍，这项研究中学到的经验教训也将为传播研究提供信息。

DESCRIPTION (provided by applicant): The purpose of the proposed project is to [develop and test the preliminary] efficacy of a parent-teen collaborative intervention to increase the academic functioning of middle school students with Attention Deficit/Hyperactivity Disorder (ADHD). As part of the tested intervention, we will also explore ways to improve home-school communication during the middle school years. To this end, two cohorts of 42 middle school students with ADHD (total N=84) will be randomly assigned to receive the intervention or participate in a monitored treatment as usual control condition. Each cohort will be recruited during the fall and the intervention will be delivered during the spring, as middle school students with ADHD experience the most academic impairment during these months (Schultz, Evans, & Serpell, 2009). The program will teach parents: 1) to monitor daily academic targets at school and at home and 2) to implement a comprehensive home privilege program designed to reinforce academic improvement. These intervention components are evidence-based for elementary school students with ADHD (DuPaul & Stoner, 2003; Pelham & Fabiano, 2008), and show preliminary efficacy in the middle school setting (Evans et al., 2009), but have proven difficult to implement effectively in middle schools due to barriers that will be discussed. To test the intervention's efficacy, the study will examine treatment effects on GPA, parent/teacher ratings of academic functioning and classroom behavior, and parent/self ratings of the parent-teen relationship. Participants will participate in an intake evaluation in the fall and [mid-treatment, post-treatment, and six- month follow-up evaluations to assess maintenance and generalization of the STAND intervention]. Teacher ratings will be collected at these points as well. To investigate [the feasibility of STAND, we will obtain measures of] preferences for intervention delivery (i.e., web-based, email, paper/pencil), [satisfaction, therapeutic alliance, treatment credibility, parent and adolescent engagement, parent, adolescent, and teacher compliance with treatment procedures, and barriers to treatment participation.] This project represents the first attempt to develop an exportable and collaborative comprehensive parent-coordinated academic intervention for middle school students with ADHD. If intervention participants show meaningful improvements in academic functioning [and maintenance of treatment effects], this program could significantly benefit the sorely underserved population of adolescents with ADHD. Given that few solutions have decreased the substantial barriers to treatment delivery in this population, the lessons learned in this study will also inform dissemination research.