TY - JOUR
T1 - Consultation-based academic intervention for children with attention deficit hyperactivity disorder
T2 - School functioning outcomes
AU - Jitendra, Asha K.
AU - DuPaul, George J.
AU - Volpe, Robert J.
AU - Tresco, Katy E.
AU - Junod, Rosemary E.Vile
AU - Lutz, J. Gary
AU - Cleary, Kristi S.
AU - Flammer-Rivera, Lizette M.
AU - Mannella, Mark C.
PY - 2007/8/1
Y1 - 2007/8/1
N2 - This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting Diagnostic and Statistical Manual (4th ed. - text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were randomly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., curriculum-based assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed.
AB - This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting Diagnostic and Statistical Manual (4th ed. - text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were randomly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., curriculum-based assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed.
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M3 - Article
AN - SCOPUS:34547201560
SN - 0279-6015
VL - 36
SP - 217
EP - 236
JO - School Psychology Review
JF - School Psychology Review
IS - 2
ER -