High School-Based Treatment for Adolescents with Attention-Deficit/Hyperactivity Disorder: Results from a Pilot Study Examining Outcomes and Dosage

Autor/inn/en	Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E.
Titel	High School-Based Treatment for Adolescents with Attention-Deficit/Hyperactivity Disorder: Results from a Pilot Study Examining Outcomes and Dosage
Quelle	In: School Psychology Review, 43 (2014) 2, S.185-202 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	High School Students; Adolescents; Attention Deficit Hyperactivity Disorder; Program Effectiveness; Paraprofessional School Personnel; Intervention; Randomized Controlled Trials; Coaching (Performance); Parent Participation; Group Activities; Intention; Statistical Analysis; Effect Size; Parent Attitudes; Peer Relationship; Academic Ability; Family Relationship; Training; Skill Development; Rural Schools; Intelligence Tests; Achievement Tests; Drug Therapy; Rating Scales; Behavior Problems; Teacher Surveys; Grades (Scholastic); Virginia; Kaufman Brief Intelligence Test; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Elternmitwirkung; Gruppenaktivität; Statistische Analyse; Elternverhalten; Peer-Beziehungen; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Notenspiegel; WIAT; Eignungsprüfung; Eignungstest
Abstract	The purpose of this study was to examine the efficacy and dose-response relationship of a school-based treatment program for high school students with attention-deficit/hyperactivity disorder (ADHD). Two paraprofessionals provided interventions to 24 students with ADHD randomly assigned to the treatment condition at two public high schools. They met in dyadic coaching sessions during one school year. In addition, parents attended weekly parent meetings and adolescents attended group sessions targeting social functioning in the evenings for 10 weeks in the fall semester. Intent-to-treat analyses showed little statistically significant benefit for the participants; however, effect sizes indicated moderate improvements in parent ratings of inattention, relationships with peers, academic impairment, and family functioning. There was large variability in the dosage of services received across participants, and an analysis of outcomes by dosage suggests large differences in response based on the number of sessions attended. This school-based intervention provides a viable option for educators and school mental health professionals who wish to provide interventions for high school students with ADHD, but further development and evaluation are needed. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01