Feasibility and integrity of a parent-teacher consultation intervention for ADHD students

Published

Journal Article

This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants in the treatment. Intervention parents and teachers maintained moderately high levels of adherence over 4 months based on multiple methods of implementation assessment, and acceptability ratings were all very favorable. Intervention participants demonstrated significant improvement in academic skills and productivity at post-test as compared to control participants, with moderately large effect sizes. Results suggest that a DRC intervention implemented within conjoint parent-teacher consultation may help to reduce the research to practice gap in evidence-based school interventions. © 2008 Springer Science+Business Media, LLC.

Full Text

Duke Authors

Cited Authors

  • Murray, DW; Rabiner, D; Schulte, A; Newitt, K

Published Date

  • June 1, 2008

Published In

Volume / Issue

  • 37 / 3

Start / End Page

  • 111 - 126

International Standard Serial Number (ISSN)

  • 1053-1890

Digital Object Identifier (DOI)

  • 10.1007/s10566-008-9054-6

Citation Source

  • Scopus