PROMOTING ACADEMIC ACHIEVEMENT IN ADHD CHILDREN

促进多动症儿童的学业成绩

• 批准号: 6312080
• 负责人: GEORGE J DUPAUL
• 金额: $ 36.12万
• 依托单位: LEHIGH UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-30 至 2005-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6312080
• 关键词: academic achievement; attention deficit disorder; behavioral /social science research tag; clinical research; elementary school; human subject; mathematical model; mental disorder chemotherapy; middle childhood (6-11); model design /development; problem solving; psychological models; stimulant /agonist

DESCRIPTION (Applicant's abstract): The overall goal of the proposed study is to determine the effectiveness of an assessment-based, school intervention package (e.g., instructional modifications) in improving the academic achievement of elementary school-aged children with Attention Deficit Hyperactivity Disorder (ADHD). A consultative problem-solving model employing functional and academic assessment data will be used to individually tailor classroom intervention components for students. A sample of 180, 1st through 4th grade children meeting research criteria for ADHD will be randomly assigned to an Individualized Academic Intervention (IAI) or a Generic Academic Intervention (GAI) group. Both groups will receive teacher-, parent-, computer-, and peer-mediated academic interventions for a period of one year, followed by a four-month generalization procedure that will focus on self-mediated strategies. The selection of intervention strategies in the IAI will be based upon hypothesized functions of target academic concerns and academic assessment data, while selection of GAI procedures will be driven by the diagnosis and target behavior (i.e., typical treatment selection process). The IAI will include a teacher coaching component to facilitate the use of selected strategies, while the GAI will not. Curriculum-based measurement data will be used to monitor and adjust intervention in the IAI group while these data will not be used with the GAI group. Dependent measures will include standardized and curriculum-based indices of academic performance, archival data (e.g., school attendance, and letter grades), broad- and narrow-band behavior ratings completed by parents and teachers, direct observations of classroom behavior, and parent-, teacher-, and student ratings of treatment acceptability. Between group differences will be assessed on five occasions across 28 months with the latter assessment phase representing a one-year follow-up. Results will be analyzed using both multivariate analyses of variance with repeated measures and hierarchical linear modeling. It is hypothesized that the IAI approach to academic intervention will result in significant improvement in academic achievement and classroom behavior both across time and relative to the more typical GAI approach to school services for this population.

描述（申请人的摘要）：拟议研究的总体目标是 确定基于评估的学校干预措施的有效性 提高学术水平的一揽子计划（例如教学修改） 注意力缺陷小学生的成绩 多动症（ADHD）。咨询式问题解决模型采用 功能和学术评估数据将用于个性化定制 学生的课堂干预组件。样本 180 个，第 1 至 符合多动症研究标准的四年级儿童将被随机分配 个性化学术干预（IAI）或通用学术干预 干预（GAI）组。两组都将接受老师、家长、 为期一年的计算机和同伴介导的学术干预， 接下来是为期四个月的概括程序，重点是 自我调节策略。 IAI干预策略的选择 将基于目标学术关注点的假设功能以及 学术评估数据，而 GAI 程序的选择将由 诊断和目标行为（即典型的治疗选择过程）。 IAI 将包括教师辅导部分，以促进使用 选择策略，而 GAI 不会。基于课程的测量数据 将用于监测和调整 IAI 组的干预措施，同时这些 数据不会与 GAI 组一起使用。相关措施将包括 标准化和基于课程的学业成绩指数、档案 数据（例如，出勤率和字母成绩），宽带和窄带 由家长和老师完成的行为评分，直接观察 课堂行为以及家长、教师和学生对治疗的评分 可接受性。将五次评估组间差异 历时 28 个月，最后一个评估阶段为期一年 后续行动。将使用多变量分析对结果进行分析 重复测量和分层线性建模的方差。这是 假设 IAI 的学术干预方法将导致 学业成绩和课堂行为都有显着改善 跨越时间并相对于更典型的 GAI 学校服务方法 对于这个人群。