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.
Original language | English (US) |
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Pages (from-to) | 111-126 |
Number of pages | 16 |
Journal | Child and Youth Care Forum |
Volume | 37 |
Issue number | 3 |
DOIs | |
State | Published - Jun 2008 |
Keywords
- Attention-deficit
- Consultation
- Feasibility
- Home-school intervention
- Hyperactivity
- Implementation
ASJC Scopus subject areas
- Social Sciences (miscellaneous)
- Life-span and Life-course Studies