Feasibility and integrity of a parent-teacher consultation intervention for ADHD students

Desiree W. Murray, David Rabiner, Ann Schulte, Kristy Newitt

Research output: Contribution to journalArticlepeer-review

47 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)111-126
Number of pages16
JournalChild and Youth Care Forum
Issue number3
StatePublished - Jun 2008


  • Attention-deficit
  • Consultation
  • Feasibility
  • Home-school intervention
  • Hyperactivity
  • Implementation

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Life-span and Life-course Studies


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