Feasibility and integrity of a parent-teacher consultation intervention for ADHD students

Desiree W. Murray; David Rabiner; Ann Schulte; Kristy Newitt

doi:10.1007/s10566-008-9054-6

Feasibility and integrity of a parent-teacher consultation intervention for ADHD students

Desiree W. Murray, David Rabiner, Ann Schulte, Kristy Newitt

Arizona State University

Research output: Contribution to journal › Article › peer-review

47 Scopus citations

Abstract

This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants in the treatment. Intervention parents and teachers maintained moderately high levels of adherence over 4 months based on multiple methods of implementation assessment, and acceptability ratings were all very favorable. Intervention participants demonstrated significant improvement in academic skills and productivity at post-test as compared to control participants, with moderately large effect sizes. Results suggest that a DRC intervention implemented within conjoint parent-teacher consultation may help to reduce the research to practice gap in evidence-based school interventions.

Original language	English (US)
Pages (from-to)	111-126
Number of pages	16
Journal	Child and Youth Care Forum
Volume	37
Issue number	3
DOIs	https://doi.org/10.1007/s10566-008-9054-6
State	Published - Jun 2008

Keywords

Attention-deficit
Consultation
Feasibility
Home-school intervention
Hyperactivity
Implementation

ASJC Scopus subject areas

Social Sciences (miscellaneous)
Life-span and Life-course Studies

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10.1007/s10566-008-9054-6

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title = "Feasibility and integrity of a parent-teacher consultation intervention for ADHD students",

abstract = "This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants in the treatment. Intervention parents and teachers maintained moderately high levels of adherence over 4 months based on multiple methods of implementation assessment, and acceptability ratings were all very favorable. Intervention participants demonstrated significant improvement in academic skills and productivity at post-test as compared to control participants, with moderately large effect sizes. Results suggest that a DRC intervention implemented within conjoint parent-teacher consultation may help to reduce the research to practice gap in evidence-based school interventions.",

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note = "Funding Information: Acknowledgments The author acknowledges Kristi Carver for her data collection efforts and Kristi Hardy for statistical consultation. Appreciation is also given to all the teachers and counselors in Durham Public Schools who participated in this project. This research was supported by an NIMH B/START award (R03MH069399-1) to the first author. Part of this work was presented in a poster at the Association for Behavioral and Cognitive Therapies (ABCT) 39th Annual Convention in Washington, D.C.",

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KW - Hyperactivity

KW - Implementation

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Feasibility and integrity of a parent-teacher consultation intervention for ADHD students

Abstract

Keywords

ASJC Scopus subject areas

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