A Peer-Delivered High School Preparatory Intervention for Students with ADHD

项目摘要 拟议的研究将调整和测试一种低资源的校本干预措施， 过渡到高中的ADHD-患有ADHD的青少年的脆弱点（肯特等人，2011年）。的 由此产生的干预措施将作为同伴提供的高中方向（1-2周，4小时， 在九年级的前16周，每周都有同伴提供支持。干预 发展将涉及缩小针对多动症青少年的密集夏季治疗计划 （Sibley等人，2018年），使用其核心组件（即，日常技能培训和重复，家长辅导， 应急管理，从事娱乐活动），以支持一个有前途的同行提供校本 对患有ADHD的九年级学生的干预（即，STRIPES; Sibley等人，审查中）。由此产生的干预 （夏季条纹）将针对三个机制，是高中成功的关键标志：（a）内在的 动机，（B）外在动机，（c）执行功能（EF）。Y 01，将使用知情的利益相关者 利用来自两所合作高中的输入迭代地调整干预的过程（即，管理员， 辅导员、教师、家长、学生）和内容专家（Sibley、Langberg、Sasser、Aaronson）。两 将为每个学校提供个性化的手册。总共有72名九年级的学生， ADHD将在02年和03年（每年36人;每所学校18人）从随机分配的两所高中招募 （在学校内）接收夏季条纹或增强学校服务如常（SSU加）。一个项目 学校心理健康专家将在每个学校培训一名学校工作人员夏季条纹赞助商 学校，谁将监督培训和监督同伴干预与调查人员的支持。对等 干预人员将接受为期三天的培训和每周监督。研究评估将在 基线和整个九年级的三个随访点。为了测试干预的初步效果 有效性，研究将检查治疗效果的GPA，上课出勤率和纪律事件。 还将通过参与指数（父母、青少年、同伴）来衡量初步成效 出勤率、满意度等级、感知效用和治疗联盟）和学校配合（治疗忠诚度， 同伴对待治疗的态度）。检测治疗机制（内在动机、外在动机） 动机，EFs）由夏季STRIPES聘请，我们将测试多方法指标的组间差异 这些机制，以及在何种程度上假设的机制影响有意义的变化， 研究结果。该项目是首次尝试利用同伴交付模型治疗ADHD 在高中定向背景下进行干预。如果夏季条纹参与者表现出有意义的 功能和参与度以及学校适应性的改善很强，将计划进行R 01以全面评估 这种方法的有效性。为了告知未来的试验，将注意制定一个最佳的 测量电池，治疗提供模型，以及为九年级学生提供的招聘策略。

Project Summary The proposed study will adapt and test a low resource school-based intervention to prepare students with ADHD for the transition to high school—a point of vulnerability for youth with ADHD (Kent et al., 2011). The resulting intervention will be delivered as a peer-delivered orientation to high school (1-2 weeks for 4 hours a day) with weekly peer-delivered support during the first 16 weeks of the ninth grade year. Intervention development will involve scaling down an intensive Summer Treatment Program for adolescents with ADHD (Sibley et al., 2018), using its core components (i.e., daily skills training and repetition, parent coaching in contingency management, engaging recreational activities) to bolster a promising peer-delivered school-based intervention for ninth graders with ADHD (i.e., STRIPES; Sibley et al., under review). The resulting intervention (summer STRIPES) will target three mechanisms that are critical markers of high school success: (a) intrinsic motivation, (b) extrinsic motivation, and (c) executive functions (EFs). Y01, will use a stakeholder informed process to iteratively adapt the intervention with input from two partnering high schools (i.e., administrators, counselors, teachers, parents, students) and content experts (Sibley, Langberg, Sasser, Aaronson). Two manuals that are individualized for each school will emerge. A total of 72 rising ninth grade students with ADHD will be recruited in Y02 and Y03 (36 per year; 18 per school) from two high schools randomly assigned (within school) to receive summer STRIPES or enhanced school services as usual (SSU plus). A project school mental health specialist will be engaged to train a school staff summer STRIPES sponsor at each school, who will oversee training and supervision peer interventionists with support from investigators. Peer interventionists will receive a three-day training and weekly supervision. Study assessments will occur at baseline and three follow-up points throughout the ninth grade year. To test the intervention’s preliminary effectiveness, the study will examine treatment effects on GPA, class attendance, and disciplinary incidents. Preliminary effectiveness will also be measured through indices of engagement (parent, adolescent, peer attendance, ratings of satisfaction, perceived utility, and therapeutic alliance) and school fit (treatment fidelity, peer attitudes toward treatment). To detect whether therapeutic mechanisms (intrinsic motivation, extrinsic motivation, EFs) are engaged by summer STRIPES, we will test for group differences on multi-method indices of these mechanisms, as well as the extent to which hypothesized mechanisms affect meaningful change on study outcomes. This project represents the first attempt to utilize a peer-delivered model for ADHD intervention in a high school orientation context. If summer STRIPES participants show meaningful improvements in functioning and engagement and school fit are strong, an R01 will be planned to fully evaluate the effectiveness of this approach. To inform this future trial, attention will be given to developing an optimal measurement battery, treatment delivery model, and recruitment strategy for rising ninth graders.