Consultation-based academic intervention for children with attention deficit hyperactivity disorder: School functioning outcomes
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.
School Psychology Review
Jitendra, A. K.; Dupaul, George J.; Volpe, R. J.; Tresco, Katy E.; Junod, R. E. V.; Lutz, J. G.; Cleary, K. S.; Flammer-Rivera, Lizette M.; and Mannella, M. C., "Consultation-based academic intervention for children with attention deficit hyperactivity disorder: School functioning outcomes" (2007). PCOM Scholarly Papers. 826.