A Family-School Intervention for Children with ADHD: Results of a Randomized Clinical Trial

Autor/inn/en	Power, Thomas J.; Mautone, Jennifer A.; Soffer, Stephen L.; Clarke, Angela T.; Marshall, Stephen A.; Sharman, Jaclyn; Blum, Nathan J.; Glanzman, Marianne; Elia, Josephine; Jawad, Abbas F.
Titel	A Family-School Intervention for Children with ADHD: Results of a Randomized Clinical Trial
Quelle	In: Journal of Consulting and Clinical Psychology, 80 (2012) 4, S.611-623 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-006X
DOI	10.1037/a0028188
Schlagwörter	Report Cards; Homework; Intervention; Attention Deficit Hyperactivity Disorder; Effect Size; Program Effectiveness; Family Involvement; Elementary School Students; Student Behavior; Behavior Modification; Family Programs; Drug Therapy; Comparative Analysis; Outcomes of Treatment; Interpersonal Competence + Suchen Sie Ihr Suchwort? Berichtszeugnis; Hausaufgabe; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Family program; Familienprogramm; Interpersonale Kompetenz
Abstract	Objective: Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder (ADHD) that target the family and school, as well as the intersection of family and school. This study evaluated the effectiveness of a family-school intervention, Family-School Success (FSS), designed to improve the family and educational functioning of students in Grades 2-6 who meet criteria for ADHD combined and inattentive types. Key components of FSS were conjoint behavioral consultation, daily report cards, and behavioral homework interventions. Method: FSS was provided over 12 weekly sessions, which included 6 group sessions, 4 individualized family sessions, and 2 school-based consultations. Participating families were given the choice of placing their children on medication; 43% of children were on medication at the time of random assignment. Children (n = 199) were randomly assigned to FSS or a comparison group controlling for non-specific treatment effects (Coping With ADHD Through Relationships and Education [CARE]). Outcomes were assessed at post-intervention and 3-month follow-up. The analyses controlled for child medication status. Results: FSS had a significant effect on the quality of the family-school relationship, homework performance, and parenting behavior. Conclusions: The superiority of FSS was demonstrated even though about 40% of the participants in FSS and CARE were on an optimal dose of medication and there were significant time effects on each measure. This relatively brief intervention produced effect sizes comparable to those of the more intensive Multimodal Treatment Study of Children With ADHD (MTA) behavioral intervention. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10