Literaturnachweis - Detailanzeige
| Autor/inn/en | Jitendra, Asha K.; DuPaul, George J.; Volpe, Robert J.; Tresco, Katy E.; Junod, Rosemary E. Vile; Lutz, J. Gary; Cleary, Kristi S.; Flammer-Rivera, Lizette M.; Manella, Mark C. |
|---|---|
| Titel | Consultation-Based Academic Intervention for Children with Attention Deficit Hyperactivity Disorder: School Functioning Outcomes |
| Quelle | In: School Psychology Review, 36 (2007) 2, S.217-236 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| Schlagwörter | Report Cards; Intervention; Curriculum Based Assessment; Hyperactivity; Attention Deficit Disorders; Teacher Collaboration; Academic Achievement; Consultants; Grades (Scholastic); Screening Tests; Elementary School Students |
| Abstract | This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting "Diagnostic and Statistical Manual" (4th ed.--text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were randomly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., curriculum-based assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed. (Contains 6 tables and 3 footnotes.) (Author). |
| Anmerkungen | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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