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

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

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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.
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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).
 
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Metagegevens
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
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

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