Top

Research on Child and Adolescent Psychopathology

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-10-2006 | Original Paper

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

Auteurs: George J. DuPaul, Asha K. Jitendra, Robert J. Volpe, Katy E. Tresco, J. Gary Lutz, Rosemary E. Vile Junod, Kristi S. Cleary, Lizette M. Flammer, Mark C. Mannella

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 5/2006

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.

vorige artikel Patterns of Aberrant Eating Among Pre-adolescent Children in Foster Care

volgende artikel Reactivity of Tic Observation Procedures to Situation and Setting

Alleen toegankelijk voor geautoriseerde gebruikers

The formula used for the denominator was the square root of the following term: The variance at baseline plus the variance at 15-mos minus twice the correlation between baseline and 15-mos times the product of the two standard deviations (Cohen, 1988).

American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed.-text revision). Wasthington, DC: Author.

Barkley, R. A. (2006). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd edn.). New York: Guilford.

Barkley, R. A., DuPaul, G. J., & McMurray, M. B. (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology, 58, 775–789. PubMedCrossRef

Barkley, R. A., Fischer, M., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8 year prospective follow-up study. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 546–557. PubMedCrossRef

Beavers, K. F., Kratochwill, T. R., & Braden, J. P. (2004). Treatment utility of functional versus empiric assessment within consultation for reading problems. School Psychology Quarterly, 19, 29–49. CrossRef

Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Publishing.

Bramlett, R. K., Murphy, J. J., Johnson, J., & Wallingsford, L. (2002). Contemporary practices in school psychology: A national survey of roles and referral problems. Psychology in the Schools, 39, 327–335. CrossRef

Browder, D., et al. (1989). An in vivo evaluation of the use of data-based rules to guide instructional decisions. Journal of the Association for Persons with Severe Handicaps, 14, 234–240.

Brock, S. E. (1998). ADHD students in the classroom: Strategies for Teachers. In A. S. Cnater & S. A. Carroll (Eds.), Helping Children at Home and School: Handouts from Your School Psychologist. Bethesda, MD: National Association of School Psychologists.

Clarfield, J., & Stoner, G. (2005). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 34, 246–254.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Costenbader, V., Swartz, J., & Petrix, L. (1992). Consultation in the schools: The relationship between preservice training, perception of consultative skills, and actual time spent in consultation. School Psychology Review, 21, 95–108.

Daly, E. J., Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554–574.

DiPerna, J. C., & Elliott, S. N. (1999). Development and validation of the academic competence evaluation scales. Journal of Psychoeducational Assessment, 17, 207–225. CrossRef

DiPerna, J. C., & Elliott, S. N. (2000). Academic Competence Evaluation Scales. San Antonio, TX: The Psychological Corporation.

DuPaul, G. J., & Eckert, T. L. (1997). School-based interventions for children with attention-deficit/hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5–27.

DuPaul, G. J., & Eckert, T. L. (1998). Academic interventions for students with Attention-Deficit/Hyperactivity Disorder: A review of the literature. Reading and Writing Quarterly, 14, 59–82.

DuPaul, G. J., Ervin, R. A., Hook, C. L., & McGoey, K. E. (1998). Peer tutoring for children with attention deficit hyperactivity disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579–592. PubMedCrossRef

DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD Rating Scale-IV. New York: Guilford Press.

DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd edn.). New York: Guilford.

DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, J. G., Lorah, K. S., & Gruber, R. (2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42, 285–301. CrossRef

Elliot, S. N., & VonBrock Treuting, M. G. (1991). The behavior intervention rating scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 45–51. CrossRef

Fantuzzo, J. W., King, J. A., & Heller, L. R. (1982). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84, 331–339. CrossRef

Fischer, M., Barkley, R. A., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: II. Academic, attentional, and neuropsychological status. Journal of Consulting and Clinical Psychology, 58, 580–588. PubMedCrossRef

Harper, G. F., & Maheady, L. (1999). Classwide student tutoring teams: Aligning course objectives, student practice, and testing. Proven Practice: Prevention and Remediation of School Problems, 1, 55–59.

Hechtman, L., Abikoff, H., Klein, R. G., Weiss, G., Respitz, C., Kouri, J., et al. (2004). Academic achievement and emotional status of children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 812–819. PubMedCrossRef

Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155. PubMedCrossRef

Hintze, J. M., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-states testing. School Psychology Review, 34, 372–386.

Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196–205. PubMed

Jitendra, A. K., Hoff, K., & Beck, M. (1999). Teaching middle school students with learning disabilities to solve multistep word problems using a schema-based approach. Remedial and Special Education, 20, 50–64. CrossRef

Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on mathematical word problem solving performance of students with learning disabilities. Journal of Learning Disabilities, 29, 422–431. PubMed

Lambert, N. M., Hartsough, C. S., Sassone, D., & Sandoval, J. (1987). Persistence of hyperactivity symptoms from childhood to adolescence and associated outcomes. American Journal of Orthopsychiatry, 57, 22–32. PubMedCrossRef

Latimer, W. W., August, G. J., Newcomb, G. M., Realmuto, G. M., Hektner, J. M., & Mathy, R. M. (2003). Child and familial pathways to academic achievement and behavioral adjustment: A prospective six-year study of children with and without ADHD. Journal of Attention Disorders, 7, 101–116. PubMed

Mannuzza, S., Gittelman-Klein, R., Bessler, A., Malloy, P., & LaPadula, M. (1993). Adult outcome of hyperactive boys: Educational achievement, occupational rank, and psychiatric status. Archives of General Psychiatry, 50, 565–576. PubMed

Mather, N., & Woodcock, R. W. (2001). Examiners manual: Woodcock-Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.

Mautone, J. A., DuPaul, G. J., & Jitendra, A. K. (2005). The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD. Journal of Attention Disorders, 9, 301–312. PubMedCrossRef

MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086. CrossRef

MTA Cooperative Group (2004). National Institute of Mental Health multimodal treatment study of ADHD Follow-up: 24-month outcomes of treatment strategies for attention-deficit/hyperactivity disorder. Pediatrics, 113, 754–761. CrossRef

Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., Koenig, J. L., Resetar, J., & Duhon, G. J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.

O’Shea, L. J., Sindelar, P. T., & O’Shea, D. J. (1985). The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Reading Behavior, 17, 129–142.

Ota, K. R., & DuPaul, G. J. (2002). Task engagement and mathematics performance in children with attention deficit hyperactivity disorder: Effects of supplemental computer instruction. School Psychology Quarterly, 17, 242–257. CrossRef

Pfiffner, L. J. (1996). All about ADHD: The complete practical guide for classroom teachers. New York: Scholastic.

Rathvon, N. (1999). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York: The Guilford Press.

Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403–408.

Shaffer, D., Fisher, P., & Lucas, C. P. (1998). Computerized Diagnostic Interview Schedule for Children (CDISC 4.0). New York: New York State Psychiatric Institute.

Sheridan, S. M., Eagle, J. W., Cowan, R. J., & Mickelson, W. (2001). The effects of conjoint behavioral consultation: Results of a 4-year investigation. Journal of School Psychology, 39, 361–385. CrossRef

Sheridan, S. M., Kratochwill, T. R., & Bergan, J. (1996). Conjoint behavioral consultation: A procedural manual. New York: Plenum.

Sheridan, S. M., Welch, M., & Ormi, S. F. (1996). Is consultation effective? A review of outcome research. Remedial and Special Education, 17, 341–354. CrossRef

Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C. (1989). Cover, copy, and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412–420.

Sterling-Turner, H. E., Watson, T. S., & Moore, J. W. (2002). The effects of direct training and treatment integrity on treatment outcomes in school consultation. School Psychology Quarterly, 17, 47–77. CrossRef

Tingstrom, D. H., Edwards, R. P., & Olmi, D. J. (1995). Listening previewing in reading to read: Relative effects on oral reading fluency. Psychology in the Schools, 32, 318–327.

Vaughn, S., & Klinger, J. K. (1999). Teaching reading comprehension through collaborative strategic reading. Intervention in School and Clinic, 34, 284–229.

Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., & Tobin, R. (2004). The condition of education 2004. Jessup, MD: ED Pubs.

Witt, J. C., & Elliott, S. N. (1985). Acceptability of classroom management strategies. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. 4, pp. 251–288). Hillsdale, NJ: Erlbaum.

Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.

Titel: Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement
Auteurs: George J. DuPaul
Asha K. Jitendra
Robert J. Volpe
Katy E. Tresco
J. Gary Lutz
Rosemary E. Vile Junod
Kristi S. Cleary
Lizette M. Flammer
Mark C. Mannella
Publicatiedatum: 01-10-2006
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 5/2006
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-006-9046-7

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 5/2006

Attention Processes in Children with Movement Difficulties, Reading Difficulties or Both

Acculturation and Aggression in Latino Adolescents: A Structural Model Focusing on Cultural Risk Factors and Assets

Patterns of Aberrant Eating Among Pre-adolescent Children in Foster Care

A 12-Year Prospective Study of Patterns of Social Information Processing Problems and Externalizing Behaviors

The Moral Judgment of Juvenile Delinquents: A Meta-Analysis

Do Early Difficult Temperament and Harsh Parenting Differentially Predict Reactive and Proactive Aggression?