The relationship between treatment integrity and acceptability of reading interventions for children with attention-deficit/hyperactivity disorder

Jennifer A. Mautone, George J. Dupaul, Asha Jitendra, Katy E. Tresco, Rosemary Vile Junod, Robert J. Volpe

Research output: Contribution to journalArticlepeer-review

22 Scopus citations

Abstract

This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 firstthrough fourth-grade students who met research criteria for Attention-Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data-driven consultation (IDAI) or generic, menu-based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed.

Original languageEnglish (US)
Pages (from-to)919-931
Number of pages13
JournalPsychology in the Schools
Volume46
Issue number10
DOIs
StatePublished - Dec 1 2009

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