TY - JOUR
T1 - Feasibility of School-Based ADHD Interventions
T2 - A Mixed-Methods Study of Perceptions of Adolescents and Adults
AU - Bussing, Regina
AU - Koro-Ljungberg, Mirka
AU - Gagnon, Joseph Calvin
AU - Mason, Dana M.
AU - Ellison, Anne
AU - Noguchi, Kenji
AU - Garvan, Cynthia W.
AU - Albarracin, Dolores
N1 - Publisher Copyright:
© 2014, © The Author(s) 2014.
PY - 2012/5
Y1 - 2012/5
N2 - Objective: Little is known about perceptions surrounding academic interventions for ADHD that determine intervention feasibility. Method: As part of a longitudinal mixed-methods research project, representative school district samples of 148 adolescents (54.8%), 161 parents (59.4%), 122 teachers (50.0%), 46 health care providers (53.5%), and 92 school health professionals (65.7%) completed a cross-sectional survey. They also answered open-ended questions addressing undesirable intervention effects, which were analyzed using grounded theory methods. Results: Adolescents expressed significantly lower receptivity toward academic interventions than adult respondents. Stigma emerged as a significant threat to ADHD intervention feasibility, as did perceptions that individualized interventions foster inequality. Conclusion: Findings suggest that adolescents’ viewpoints must be included in intervention development to enhance feasibility and avoid interventions acceptable to adults, but resisted by adolescents.
AB - Objective: Little is known about perceptions surrounding academic interventions for ADHD that determine intervention feasibility. Method: As part of a longitudinal mixed-methods research project, representative school district samples of 148 adolescents (54.8%), 161 parents (59.4%), 122 teachers (50.0%), 46 health care providers (53.5%), and 92 school health professionals (65.7%) completed a cross-sectional survey. They also answered open-ended questions addressing undesirable intervention effects, which were analyzed using grounded theory methods. Results: Adolescents expressed significantly lower receptivity toward academic interventions than adult respondents. Stigma emerged as a significant threat to ADHD intervention feasibility, as did perceptions that individualized interventions foster inequality. Conclusion: Findings suggest that adolescents’ viewpoints must be included in intervention development to enhance feasibility and avoid interventions acceptable to adults, but resisted by adolescents.
KW - academic
KW - adolescent ADHD
KW - parent–teacher agreement
KW - stigma
KW - treatment acceptability
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U2 - 10.1177/1087054713515747
DO - 10.1177/1087054713515747
M3 - Article
C2 - 24448222
AN - SCOPUS:84963567642
SN - 1087-0547
VL - 20
SP - 400
EP - 413
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 5
ER -