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Handbook of School Mental Health pp 399–411Cite as

Response to Intervention for Youth with Attention-Deficit/Hyperactivity Disorder: Incorporating an Evidence-Based Intervention Within a Multi-tiered Framework

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Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Response to Intervention (RTI) refers to a collection of practices aimed at the timely identification of student problems to enhance achievement and behavioral outcomes in a cost-effective manner. The purpose of this chapter is to demonstrate how evidence-based classroom interventions for youth with ADHD can be applied using the RTI framework. To achieve this goal, we focus our demonstration on the Daily Report Card (DRC) intervention (DRC; Kelley, 1990), as it is the most widely used and studied classroom intervention for ADHD (Pelham & Fabiano, 2008; Pelham, Wheeler, & Chronis, 1998). We provide an overview of RTI, discuss the association between ADHD and academic impairment that underscores the need for an RTI approach to services for these students, describe our rationale for selecting the DRC intervention as an exemplar intervention, demonstrate how the DRC can be applied using a three-tiered RTI approach, and conclude with ideas for future research.

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Author information

Authors and Affiliations

  1. Department of Counseling, School, and Educational Psychology, Graduate School of Education, University at Buffalo, State University of New York, 409 Baldy Hall, Buffalo, NY, 14260, USA

    Rebecca K. Vujnovic & Gregory A. Fabiano

  2. Department of Psychology Center for Intervention Research in Schools, Ohio University, Cincinnati, OH, 45220, USA

    Alex S. Holdaway & Julie Sarno Owens

Authors
  1. Rebecca K. Vujnovic
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  2. Alex S. Holdaway
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  3. Julie Sarno Owens
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  4. Gregory A. Fabiano
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Corresponding authors

Correspondence to Rebecca K. Vujnovic or Gregory A. Fabiano .

Editor information

Editors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, South Carolina, USA

    Mark D. Weist

  2. Department of Psychiatry, University of Maryland School of Medicine, Baltimore, Maryland, USA

    Nancy A. Lever

  3. Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA

    Catherine P. Bradshaw

  4. Department of Psychology, Ohio University, Athens, Ohio, USA

    Julie Sarno Owens

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Vujnovic, R.K., Holdaway, A.S., Owens, J., Fabiano, G.A. (2014). Response to Intervention for Youth with Attention-Deficit/Hyperactivity Disorder: Incorporating an Evidence-Based Intervention Within a Multi-tiered Framework. In: Weist, M., Lever, N., Bradshaw, C., Owens, J. (eds) Handbook of School Mental Health. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7624-5_29

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