Increasing Academic Success in Middle School Students with ADHD

提高患有多动症的中学生的学业成功

• 批准号: 8461595
• 负责人: WILLIAM E PELHAM
• 金额: $ 24.12万
• 依托单位: FLORIDA INTERNATIONAL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-04-23 至 2015-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8461595
• 关键词: Address; Adherence; Adolescence; Adolescent; Aftercare; Alcohol or Other Drugs use; Attention deficit hyperactivity disorder; Calculi; Child Support; Childhood; Communication; Cost of Illness; Disease; Drops; Educational process of instructing; Electronic Mail; Evaluation; Family; Feasibility Studies; Fostering; Home environment; Impairment; Individual; Intake; Intervention; Learning; Life; Maintenance; Measures; Media Intervention; Modality; Modeling; Monitor; Online Systems; Outcome; Paper; Parenting behavior; Parents; Participant; Population; Procedures; Process; Randomized; Recruitment Activity; Reporting; Resistance; Risk; Robin bird; Schools; Secondary Schools; Solutions; Students; Support System; Teenagers; Testing; Therapeutic; Time; Treatment Efficacy; Underserved Population; Unemployment; United States; Youth; cohort; design; dissemination research; efficacy testing; elementary school; empowered; evidence base; experience; falls; follow-up; improved; innovation; intervention effect; meetings; middle school; motivational enhancement therapy; preference; programs; satisfaction; success; teacher; treatment as usual; treatment effect; treatment planning; willingness

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.

描述（由申请人提供）：拟议项目的目的是[开发和测试初步]家长-青少年合作干预的有效性，以增加注意力缺陷/多动障碍（ADHD）中学生的学术功能。作为测试干预的一部分，我们还将探索如何改善中学期间的家校沟通。为此，两个队列的42名患有ADHD的中学生（总N=84）将被随机分配接受干预或参与常规对照条件下的监测治疗。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里经历了最严重的学业障碍（舒尔茨，埃文斯和Serpell，2009）。该计划将教导家长：1）在学校和家里监控日常学业目标，2）实施旨在加强学业进步的全面家庭特权计划。这些干预成分对于患有ADHD的小学生是基于证据的（DuPaul & Stoner，2003; Pelham & Fabiano，2008），并且在中学环境中显示出初步功效（Evans等人，2009年），但由于将讨论的障碍，已证明难以在中学有效实施。为了测试干预的有效性，该研究将检查治疗对GPA，父母/教师对学业功能和课堂行为的评分，以及父母/自己对父母-青少年关系的评分的影响。受试者将参加秋季的摄入评价和[治疗中期、治疗后和6个月随访评价，以评估STAND干预的维持和推广]。教师评分也将在这些点收集。为了调查STAND的可行性，我们将获得干预措施的偏好（即，网络、电子邮件、纸/笔）、[满意度、治疗联盟、治疗可信度、家长和青少年参与度、家长、青少年和教师对治疗程序的依从性以及参与治疗的障碍。]本研究是第一次尝试为ADHD中学生开发一个可输出的、合作的、全面的、家长协调的学业干预。如果干预参与者在学术功能[和维持治疗效果]方面表现出有意义的改善，该计划可以显着受益于严重缺乏服务的ADHD青少年人群。鉴于很少有解决方案减少了在这一人群中提供治疗的实质性障碍，本研究中吸取的经验教训也将为传播研究提供信息。