A Peer-Delivered High School Preparatory Intervention for Students with ADHD

同伴提供的针对多动症学生的高中预备干预

• 批准号: 9925035
• 负责人: Margaret Harper Sibley
• 金额: $ 19.79万
• 依托单位: SEATTLE CHILDREN'S HOSPITAL
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9925035
• 关键词: Administrator; Adolescent; Adult; Affect; Attention; Attention deficit hyperactivity disorder; Attitude; Clinical Investigator; Collection; Conflict (Psychology); Effectiveness; Evidence based intervention; Family; Feedback; Functional disorder; Future; Happiness; Health Services Accessibility; High School Faculty; High School Student; Hour; Impairment; Improve Access; Intervention; Lead; Link; Manuals; Measurement; Measures; Mediating; Mental Health; Methods; Modeling; Outcome; Outcome Study; Parents; Participant; Performance; Pharmaceutical Preparations; Practice Management; Process; Professional counselor; Randomized; Reporting; Research; Research Personnel; Resources; School-Age Population; Schools; Services; Severities; Specialist; Student Dropouts; Students; Supervision; Symptoms; Teenagers; Testing; Therapeutic; Time; Training; Treatment outcome; Work; Youth; analog; base; cognitive task; cohesion; contingency management; cost; effectiveness evaluation; eighth grade; eleventh grade; evidence base; executive function; experience; extrinsic motivation; follow-up; functional outcomes; high school; indexing; intrinsic motivation; motivational intervention; ninth grade; novel; peer; prevent; programs; psychosocial; randomized trial; recruit; satisfaction; scale up; school district; service utilization; skills; skills training; social; student participation; success; teacher; therapy development; treatment duration; treatment effect; treatment group; treatment program; twelfth grade

Project Summary The proposed study will adapt and test a low resource school-based intervention to prepare students with ADHD for the transition to high school—a point of vulnerability for youth with ADHD (Kent et al., 2011). The resulting intervention will be delivered as a peer-delivered orientation to high school (1-2 weeks for 4 hours a day) with weekly peer-delivered support during the first 16 weeks of the ninth grade year. Intervention development will involve scaling down an intensive Summer Treatment Program for adolescents with ADHD (Sibley et al., 2018), using its core components (i.e., daily skills training and repetition, parent coaching in contingency management, engaging recreational activities) to bolster a promising peer-delivered school-based intervention for ninth graders with ADHD (i.e., STRIPES; Sibley et al., under review). The resulting intervention (summer STRIPES) will target three mechanisms that are critical markers of high school success: (a) intrinsic motivation, (b) extrinsic motivation, and (c) executive functions (EFs). Y01, will use a stakeholder informed process to iteratively adapt the intervention with input from two partnering high schools (i.e., administrators, counselors, teachers, parents, students) and content experts (Sibley, Langberg, Sasser, Aaronson). Two manuals that are individualized for each school will emerge. A total of 72 rising ninth grade students with ADHD will be recruited in Y02 and Y03 (36 per year; 18 per school) from two high schools randomly assigned (within school) to receive summer STRIPES or enhanced school services as usual (SSU plus). A project school mental health specialist will be engaged to train a school staff summer STRIPES sponsor at each school, who will oversee training and supervision peer interventionists with support from investigators. Peer interventionists will receive a three-day training and weekly supervision. Study assessments will occur at baseline and three follow-up points throughout the ninth grade year. To test the intervention’s preliminary effectiveness, the study will examine treatment effects on GPA, class attendance, and disciplinary incidents. Preliminary effectiveness will also be measured through indices of engagement (parent, adolescent, peer attendance, ratings of satisfaction, perceived utility, and therapeutic alliance) and school fit (treatment fidelity, peer attitudes toward treatment). To detect whether therapeutic mechanisms (intrinsic motivation, extrinsic motivation, EFs) are engaged by summer STRIPES, we will test for group differences on multi-method indices of these mechanisms, as well as the extent to which hypothesized mechanisms affect meaningful change on study outcomes. This project represents the first attempt to utilize a peer-delivered model for ADHD intervention in a high school orientation context. If summer STRIPES participants show meaningful improvements in functioning and engagement and school fit are strong, an R01 will be planned to fully evaluate the effectiveness of this approach. To inform this future trial, attention will be given to developing an optimal measurement battery, treatment delivery model, and recruitment strategy for rising ninth graders.

项目摘要 拟议的研究将适应和测试低资源的基于学校的干预措施，以使学生为 过渡到高中的多动症 - 对ADHD青年的脆弱性（Kent等，2011）。这 最终的干预措施将以同行分配给高中的方向（1-2周持续4小时） 日）在九年级的前16周内，每周都会获得同行提供支持。干涉 开发将涉及缩减多动症青少年的密集夏季治疗计划 （Sibley等，2018），使用其核心组件（即日常技能培训和重复，父母教练 应急管理，参与娱乐活动）来加强承诺的同行提供的基于学校的承诺 使用多动症的九年级学生的干预（即条纹； Sibley等人，正在审查中）。由此产生的干预 （夏季条纹）将针对三种机制，这些机制是高中成功的关键标志：（a）内在的 动机，（b）外部动机和（c）执行功能（EFS）。 Y01，将使用已知的利益相关者 通过两家伙伴中学的意见（即管理员，， 穆斯勒，老师，父母，学生）和内容专家（Sibley，Langberg，Sasser，Aaronson）。二 每所学校个性化的手册将出现。共有72名九年级的学生 ADHD将在Y02和Y03（每年36;每所学校18个）中招募 （在学校内）像往常一样接受夏季条纹或增强学校服务（SSU Plus）。一个项目 学校心理健康专家将订婚，培训每个学校工作人员的夏季条纹赞助商 学校，将在调查人员的支持下监督培训和监督同伴干预主义者。同行 干预主义者将接受为期三天的培训和每周的监督。研究评估将在 在整个九年级，基线和三个随访点。测试干预的初步 有效性，该研究将检查对GPA，班级出勤和纪律事件的治疗效果。 还将通过参与索引（父，青少年，同伴 出席，满意度的评级，可感知的实用程序和治疗联盟）和学校合身（治疗保真， 同伴参加治疗）。检测治疗机制（固有基序，外部外部）是否 动机，efs）是由夏季条纹参与的，我们将测试多方法指数的小组差异 这些机制以及假设的机制影响了变化的程度 研究结果。该项目代表了使用ADHD的同行分配模型的首次尝试 在高中导向环境中进行干预。如果夏季条纹参与者表现出有意义的 功能，互动和学校合身的改进很强，R01将计划全面评估 这种方法的有效性。为了告知这一未来的审判，将注意开发最佳的 九年级学生上升的测量电池，治疗输送模型和招聘策略。