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

项目摘要 这项拟议的研究将调整和测试一种低资源的校本干预措施，以使学生做好准备 过渡到高中的ADHD--患有ADHD的青少年的一个易受攻击点(Kent等人，2011年)。这个 由此产生的干预将以同伴授课的方式提供给高中(1-2周，每次4小时 日)，在九年级的前16周，每周由同伴提供支持。干预 发展将包括缩减针对ADHD青少年的强化暑期治疗计划 (Sibley等人，2018年)，使用其核心组成部分(即日常技能培训和重复、家长辅导 应急管理，参与娱乐活动)，以支持有前途的同行提供的校本 对患有多动症的九年级学生的干预(例如，条纹；Sibley等人，正在审查中)。由此产生的干预 (夏季条纹)将针对高中成功的关键标志的三种机制：(A)内在 动机，(B)外部动机，和(C)执行功能(EFS)。Y01，将使用利益相关者通知 利用来自两所合作高中(即，管理者， 辅导员、教师、家长、学生)和内容专家(Sibley、Langberg、Sasser、Aaronson)。二 针对每个学校的个性化手册将会出现。共有72名九年级的升班生 ADHD将在02学年和03学年从随机分配的两所高中招收(每年36人，每所学校18人) (在学校内)像往常一样接受夏季条纹或加强学校服务(SSU PLUS)。一个项目 学校将聘请一名心理健康专家为每名学校员工培训暑期条纹赞助商 学校，谁将监督培训和监督同行干预者在调查人员的支持下。同级 干预者将接受为期三天的培训和每周的监督。研究评估将在以下时间进行 在整个九年级期间，他们有三个基准点和三个跟踪点。为了测试干预的初步效果 为了有效，这项研究将检查治疗对GPA、上课出勤率和纪律事件的影响。 初步成效还将通过参与度指数(父母、青少年、同伴)进行衡量 出勤率、满意度、感知效用和治疗联盟)和学校契合度(治疗忠诚度， 同伴对治疗的态度)。检测治疗机制(内在动机、外在动机 动机，EFS)被夏季条纹聘用，我们将在多个方法的指标上测试群体差异 以及假设机制在多大程度上影响有意义的变化 研究结果。这个项目代表了首次尝试利用同伴递送模式来治疗ADHD 在高中迎新背景下的干预。如果夏日条纹的参与者表现出有意义 在功能、参与度和学校适合度方面都有很大的改善，将计划进行R01全面评估 这种方法的有效性。为了通知这项未来的试验，将注意开发一种最佳的 测量单元，治疗提供模式，以及九年级新生的招募策略。

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.