Consultation-Based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement

Autor/inn/en	DuPaul, George J.; Jitendra, Asha K.; Volpe, Robert J.; Tresco, Katy E.; Lutz, J. Gary; Vile Junod, Rosemary E.; Cleary, Kristi S.; Flammer, Lizette M.; Mannella, Mark C.
Titel	Consultation-Based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement
Quelle	In: Journal of Abnormal Child Psychology, 34 (2006) 5, S.633-646 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-006-9046-7
Schlagwörter	Intervention; Attention Deficit Disorders; Hyperactivity; Reading Achievement; Mathematics Achievement; Models; Children; Consultation Programs; Decision Making; Cooperation; Standardized Tests; Scores; Outcomes of Education + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analogiemodell; Child; Kind; Kinder; Fachberatung; Decision-making; Entscheidungsfindung; Co-operation; Kooperation; Standadised tests; Standardisierter Test; Lernleistung; Schulerfolg
Abstract	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 provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10