Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement

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The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI, interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI, interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills)were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables, however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity, however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study providepartial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in childrenwith ADHD, however, the relative advantages of an individualized model over "consultation as usual" have yet to be established. © Springer Science+Business Media, LLC 2006.

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Journal of abnormal child psychology





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This article was published in Journal of abnormal child psychology, Volume 34, Issue 5, Pages 635-648.

The published version is available at http://dx.doi.org/10.1007/s10802-006-9046-7.

Copyright © 2006 Springer.

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