Skip to main content

Advertisement

Log in

Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students

  • Original Paper
  • Published:
Child & Youth Care Forum Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Notes

  1. Only 3 of 12 participants evidenced DRC collection rates below 75%, and 100% were collected for six subjects. Moreover, the percentage collected was unrelated to the percentage completed by teachers. Thus, uncollected DRCs were not considered to be an additional source of non-adherence.

References

  • Barkley, R. A., Shelton, T. L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., et al. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: Preliminary results at post-treatment. Journal of Child Psychology and Psychiatry, 41(3), 319–332.

    Article  PubMed  Google Scholar 

  • Chafouleas, S. M., Riley-Tillman, T. C., & McDougal, J. L. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39(2), 157–169.

    Article  Google Scholar 

  • Chafouleas, S. M., Riley-Tillman, T. C., & Sassu, K. A. (2006). Acceptability and reported use of daily behavior report cards among teachers. Journal of Positive Behavior Interventions, 8(3), 174–182.

    Article  Google Scholar 

  • Chira, S. (1993, June 23). What do teachers want most? Help from parents. The New York Times, p. 7.

  • Conners, C. K. (1997a). Conners teacher rating scale-revised. Toronto, CA: Multi-Health Systems, Inc.

    Google Scholar 

  • Conners, C. K. (1997b). Conners parent rating scale-revised. Toronto, CA: Multi-Health Systems, Inc.

    Google Scholar 

  • DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions for attention deficit hyperactivity disorder: A meta-analysis. School Psychology Review, 26(1), 5–27.

    Google Scholar 

  • DuPaul, G. J., Rapport, M. D., & Perriolo, L. M. (1991). Teacher ratings of academic skills: The development of the academic performance rating scale. School Psychology Review, 20(2), 284–300.

    Google Scholar 

  • Elliot, S. N., & Von Brock Trueting, M. (1991). The behavior intervention rating scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29(1), 43–51.

    Article  Google Scholar 

  • Fabiano, G. A., & Pelham, W. E. (2003). Improving the effectiveness of behavioral classroom interventions for attention-deficit/hyperactivity disorder: A case study. Journal of Emotional and Behavioral Disorders, 11(2), 122–128.

    Article  Google Scholar 

  • Freer, P., & Watson, T. S. (1999). A comparison of parent and teacher acceptability ratings of behavioral and conjoint behavioral consultation. School Psychology Review, 28(4), 672–684.

    Google Scholar 

  • Fuchs, D., Fuchs, L. S., & Bahr, M. W. (1990). Mainstream assistance teams: A scientific basis for the art of consultation. Exceptional Children, 57(2), 128–139.

    PubMed  Google Scholar 

  • Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157–171.

    Article  Google Scholar 

  • Galloway, J., & Sheridan, S. M. (1994). Implementing scientific practices through case studies: Examples using home–school interventions and consultation. Journal of School Psychology, 32(4), 385–413.

    Article  Google Scholar 

  • Greenwood, C. R., Terry, B., Arreaga-Mayer, C., & Finney, R. (1992). The classwide peer tutoring program: Implementation factors moderating students’ achievement. Journal of Applied Behavior Analysis, 25(1), 101–116.

    Article  PubMed  Google Scholar 

  • Kelley, M. L., & McCain, A. P. (1995). Promoting academic performance in inattentive children: The relative efficacy of school–home notes with and without response cost. Behavior Modification, 19(3), 357–376.

    Article  PubMed  Google Scholar 

  • Klein, R. G., & Abikoff, H. (1997). Behavior therapy and methylphenidate in the treatment of children with ADHD. Journal of Attention Disorders, 2(2), 89–114.

    Article  Google Scholar 

  • Kratochwill, T. R., & Stoiber, K. C. (2000). Uncovering critical research agendas for school psychology: Conceptual dimensions and future directions. School Psychology Review, 29, 591–603.

    Google Scholar 

  • Martens, B., Witt, J., Elliot, S. N., & Darveaux, D. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16(2), 191–198.

    Article  Google Scholar 

  • McBurnett, K., Swanson, J. M., Pfiffner, L. J., & Tamm, L. (1997). A measure of ADHD-related classroom impairment based on targets for behavioral intervention. Journal of Attention Disorders, 2(2), 69–76.

    Article  Google Scholar 

  • McCain, A. P., & Kelley, M. L. (1993). Managing the classroom behavior of an ADHD preschooler: The efficacy of a school–home note intervention. Child and Family Behavior Therapy, 15(3), 33–44.

    Article  Google Scholar 

  • McCain, A. P., & Kelley, M. L. (1994). Improving classroom performance in underachieving preadolescents: The additive effects of response cost to a school–home note system. Child and Family Behavior Therapy, 16(2), 27–41.

    Article  Google Scholar 

  • Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, follow-up, and implementation of behavior management interventions in general education. School Psychology Review, 31(2), 217–234.

    Google Scholar 

  • Noell, G. H., & Witt, J. C. (1999). When does consultation lead to intervention implementation? Journal of Special Education, 33(1), 29–36.

    Google Scholar 

  • Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33(3), 271–284.

    Article  PubMed  Google Scholar 

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

    Google Scholar 

  • O’Leary, S. G., & Pelham, W. E. (1978). Behavior therapy and withdrawal of stimulant medication in hyperactive children. Pediatrics, 61(2), 211–217.

    PubMed  Google Scholar 

  • O’Leary, S. G., Pelham, W. E., Rosenbaum, A., & Price, G. H. (1976). Behavioral treatment of hyperkinetic children: An experimental evaluation of its usefulness. Clinical Pediatrics, 15(6), 510–515.

    Article  PubMed  Google Scholar 

  • Owens, J. S., Richerson, L., Beilstein, E. A., Crane, A., Murphy, C. E., & Vancouver, J. B. (2005). School-based mental health programming for children with inattentive and disruptive behavior problems: First year treatment outcome. Journal of Attention Disorders, 9(1), 261–274.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Wheeler, T., & Chronis, A. (1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 27(2), 190–205.

    Article  PubMed  Google Scholar 

  • Reid, R., Maag, J. W., Vasa, S. F., & Wright, G. (1994). An analysis of teachers’ perceptions of attention-deficit hyperactivity disorder. The Journal of Research and Development in Education, 27(3), 195–202.

    Google Scholar 

  • Rowland, A. S., Umbach, D. M., Catoe, K. E., Stallone, L., Long, S., Rabiner, D., et al. (2001). Studying the epidemiology of attention-deficit hyperactivity disorder: Screening method and pilot results. Canadian Journal of Psychiatry, 46(10), 931–940.

    Google Scholar 

  • 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(5), 361–385.

    Article  Google Scholar 

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

    Google Scholar 

  • Sloan, M. T., Jensen, P., & Kettle, L. (1999). Assessing the services for children with ADHD: Gaps and opportunities. Journal of Attention Disorders, 3(1), 13–29.

    Article  Google Scholar 

  • Swanson, J. M. (1992). School-based assessments and interventions for ADD students. Irvine: K.C. Publishing.

    Google Scholar 

  • Wainwright, A. (1996). Conners’ rating scales: Over 25 years of research. Toronto, CA: Multi-Health Systems.

    Google Scholar 

  • Wells, K. C., Pelham, W. E., Kotkin, R. A., Hoza, B., Abikoff, H. B., Abramowitz, A., et al. (2000). Psychosocial treatment strategies in the MTA study: Rationale, methods, and critical issues in design and implementation. Journal of Abnormal Child Psychology, 28(6), 483–505.

    Article  PubMed  Google Scholar 

  • Wigal, S. B., Gupta, S., Guinta, D., & Swanson, J. (1998). Reliability and validity of the SKAMP rating scale in a laboratory school setting. Psychopharmacology Bulletin, 34(1), 47–53.

    PubMed  Google Scholar 

  • Witt, J. W., & Elliot, 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.

    Google Scholar 

  • Witt, J. W., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of the independent variable. Journal of Applied Behavior Analysis, 30(4), 693–696.

    Article  Google Scholar 

  • Wolraich, M. L., Hannah, J. N., Baumgaertel, A., & Feurer, I. D. (1998). Examination of DSM-IV criteria for attention deficit/hyperactivity disorder in a county-wide sample. Developmental and Behavioral Pediatrics, 19(3), 162–168.

    Article  Google Scholar 

Download references

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.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Desiree W. Murray.

Appendix

Appendix

Rights and permissions

Reprints and permissions

About this article

Cite this article

Murray, D.W., Rabiner, D., Schulte, A. et al. Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students. Child Youth Care Forum 37, 111–126 (2008). https://doi.org/10.1007/s10566-008-9054-6

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10566-008-9054-6

Keywords

Navigation