A Peer-Delivered Intervention for High School Students with Impairing ADHD Symptoms

Autor/inn/en	Sibley, Margaret H.; Morley, Candance; Rodriguez, Lourdes; Coxe, Stefany J.; Evans, Steven W.; Morsink, Sarah; Torres, Frank
Titel	A Peer-Delivered Intervention for High School Students with Impairing ADHD Symptoms
Quelle	(2019), (42 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/2372966X.2020.1720803
Schlagwörter	Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Intervention; Peer Relationship; Adolescents; Program Effectiveness; Suburban Schools; African American Students; Outcomes of Treatment; Goal Orientation; Attendance; Student Attitudes; Student Motivation; Hispanic American Students; High School Students; Students with Disabilities; Skill Development; Grade 9; Florida (Miami) + Suchen Sie Ihr Suchwort? Psychiatrische Symptomatik; Peer-Beziehungen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Zielorientierung; Zielvorstellung; Anwesenheit; Schülerverhalten; Schulische Motivation; Hispanic; Hispanic Americans; Hispanoamerikaner; High school; High schools; Oberschule; Disability; Disabilities; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This study evaluates a peer-delivered intervention for high school students with impairing ADHD symptoms targeting organization, time management, and planning (OTP) and motivation (Students Taking Responsibility and Initiative through Peer Enhanced Support; STRIPES). A mixed-methods open trial (study 1; N=18) and parallel group randomized controlled trial (study 2; N=72) were conducted to examine acceptability, target mechanisms, student outcomes, population fit, and feasibility. Study 1 established acceptability for STRIPES delivered after-school but identified forgetfulness and competing social activities as population-specific implementation barriers. In study 2, three schools employed unique implementation strategies and results varied. An elective pullout model engaging 12th grade peer interventionists under teacher supervision demonstrated good fidelity, attendance, and population-fit, and significant between group differences in bookbag organization (d=1.11), academic motivation (d=0.85 to 2.05), and class attendance (d=1.47) over time compared to control. When implementation strategy demonstrates population-fit, STRIPES shows promise for preventing declining school engagement across ninth-grade. [This paper will be published in "School Psychology Review."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01