Consultation-based academic intervention for children with attention deficit hyperactivity disorder: School functioning outcomes

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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. Copyright 2007 by the National Association of School Psychologists.

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School Psychology Review





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This article was published in School Psychology Review, Volume 36, Issue 2, Pages 217-236.

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Copyright © 2007 NASP.

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