Single and Combined Effects of Positive Behavior Support, Medication and Academic Accommodation for Children with ADHD

积极行为支持、药物治疗和学业适应对多动症儿童的单一和综合影响

基本信息

批准号：
10477368
负责人：
GREGORY A FABIANO
金额：
$ 61.35万
依托单位：
FLORIDA INTERNATIONAL UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2026-08-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10477368
关键词：
Academic achievement Academic support Achievement Americans with Disabilities Act Area Attention Attention deficit hyperactivity disorder Behavior Behavior Therapy Behavioral Characteristics Child Child Support Civil Rights Combined Modality Therapy Crossover Design Diagnosis Diagnostic Procedure Disabled Persons Disruptive Behavior Disorder Education Effectiveness Environment Equus caballus Evaluation Exhibits Furniture Guidelines Heterogeneity Impairment Individual Individual Differences Inferior Instruction Intervention Intervention Studies Investigation Laboratories Learning Learning Disabilities Literature Measures Medical Neurocognitive Neurocognitive Deficit Outcome Outcome Measure Participant Performance Pharmaceutical Preparations Pharmacological Treatment Pharmacology Placebos Policies Productivity Reaction Time Research Research Design Ritalin Role Sampling Schools Short-Term Memory Site Stimulant Students Symptoms System Testing Time Work academic standard behavior measurement behavior observation common treatment comorbidity design disease classification distraction educational atmosphere effective intervention efficacy evaluation efficacy study evidence base experience improved improved functioning learning outcome policy recommendation processing speed remediation response social treatment effect treatment program treatment response

Academic achievement Academic support Achievement Americans with Disabilities Act Area Attention Attention deficit hyperactivity disorder Behavior Behavior Therapy Behavioral Characteristics Child Child Support Civil Rights Combined Modality Therapy Crossover Design Diagnosis Diagnostic Procedure Disabled Persons Disruptive Behavior Disorder Education Effectiveness Environment Equus caballus Evaluation Exhibits Furniture Guidelines Heterogeneity Impairment Individual Individual Differences Inferior Instruction Intervention Intervention Studies Investigation Laboratories Learning Learning Disabilities Literature Measures Medical Neurocognitive Neurocognitive Deficit Outcome Outcome Measure Participant Performance Pharmaceutical Preparations Pharmacological Treatment Pharmacology Placebos Policies Productivity Reaction Time Research Research Design Ritalin Role Sampling Schools Short-Term Memory Site Stimulant Students Symptoms System Testing Time Work academic standard behavior measurement behavior observation common treatment comorbidity design disease classification distraction educational atmosphere effective intervention efficacy evaluation efficacy study evidence base experience improved improved functioning learning outcome policy recommendation processing speed remediation response social treatment effect treatment program treatment response

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项目摘要

Children with attention-deficit/hyperactivity disorder (ADHD) experience profound, sustained, and severe impairments in academic functioning and long-term progress, making the identification and evaluation of effective approaches critical. Therefore, it is surprising that such little empirical work has explored effective intervention approaches related to learning. This proposal will investigate the efficacy of common academic accommodations (extra time, frequent breaks, low-distraction environment, and adaptive furniture) provided for children with attention- deficit/hyperactivity disorder (ADHD) as well as classroom behavior management positive supports and medication. There has not yet been a rigorous trial that investigates these interventions alone and in combination with one another for children with ADHD in standard educational settings. Thus, in this proposed study, the efficacy of commonly employed academic accommodations, behavioral support interventions, and medication will be rigorously evaluated in a within-subject design in a classroom setting conducted under well- controlled conditions in a summer treatment program setting. Specific aims for the project include an evaluation of the single and combined effects of behavioral supports, medication, and academic accommodations. Further, the moderating effect of child characteristics using standard diagnostic procedures as well as baseline neurocognitive functioning will be explored. Participants will be 288 children (grades K-5; 72 per year for four years; 36 per site), diagnosed with ADHD. At baseline, information on comorbidities (specific learning disability, disruptive behavior disorder) and neurocognitive impairments (processing speed, working memory, reaction time variability, inhibitory control and attention) will be measured and evaluated as moderators. Then, in a within-subject design, all children will receive each level of the behavior modification accommodations (i.e., no positive behavioral supports, positive behavioral supports), each level of medication (i.e., placebo, .3 mg/kg methylphenidate) and each level of the academic accommodations (i.e., extended time, adaptive furniture, frequent breaks, preferential/low distraction seating vs. a standard classroom environment). Measures of key outcome will include objective measures of behavioral and academic functioning. These include observations of behavior in the classroom (i.e., on-task behavior) and academic productivity (i.e., work completion) in independent seatwork and group instruction settings.

注意力缺陷/多动症（ADHD）的儿童经历了深刻，持续和学术功能和长期进步的严重损害，进行识别和评估有效的方法至关重要。因此，令人惊讶的是，如此小的经验工作已经有效干预方法与学习有关。该建议将调查普通学术住宿的功效（额外的时间，频繁为儿童提供关注的儿童，休息时间，低分配环境和自适应家具）赤字/多动症（ADHD）以及课堂行为管理积极支持和药物。尚未进行严格的审判，可以单独调查这些干预措施在标准教育环境中，有多动症儿童彼此结合。因此，在这个建议的研究，常见的学术住宿，行为支持干预措施的功效以及将在井下进行的课堂环境中对药物进行严格评估夏季治疗计划设置中的控制条件。该项目的具体目标包括评估行为的单一和联合效应支持，药物和学术住宿。此外，儿童特征的调节作用将探索使用标准诊断程序以及基线神经认知功能。参与者将是288名儿童（K-5年级；每年72年；每个站点36个），被诊断出患有多动症。基线，有关合并症的信息（特定的学习障碍，破坏性行为障碍）和神经认知障碍（处理速度，工作记忆，反应时间变异性，抑制性控制和注意）将作为主持人进行测量和评估。然后，在受试者内设计中，所有孩子都将接收每个级别的行为修改住宿（即没有积极的行为支持，积极支持行为支持），每种药物级别（即安慰剂，.3 mg/kg哌醋甲酯）和每个级别学术住宿（即延长时间，自适应家具，频繁休息，优惠/低分散注意力座位与标准课堂环境）。关键结果的度量将包括行为和学术功能的客观度量。这些包括对课堂行为的观察（即，任务行为）和学术生产力（即完成工作）在独立的座位和小组指导设置中。