Original Paper

Journal of Abnormal Child Psychology

, Volume 34, Issue 5, pp 633-646

Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement

  • George J. DuPaulAffiliated withDepartment of Education and Human Services, Lehigh University Email author 
  • , Asha K. JitendraAffiliated withDepartment of Education and Human Services, Lehigh University
  • , Robert J. VolpeAffiliated withDepartment of Counseling and Educational Psychology, Northeastern University
  • , Katy E. TrescoAffiliated withDepartment of Education and Human Services, Lehigh University
  • , J. Gary LutzAffiliated withDepartment of Education and Human Services, Lehigh University
  • , Rosemary E. Vile JunodAffiliated withDepartment of Education and Human Services, Lehigh University
  • , Kristi S. ClearyAffiliated withSyracuse City School District
  • , Lizette M. FlammerAffiliated withDepartment of Education and Human Services, Lehigh University
  • , Mark C. MannellaAffiliated withDepartment of Education and Human Services, Lehigh University

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Abstract

The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing “consultation as usual”). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over “consultation as usual” have yet to be established.

Keywords

ADHD School intervention Consultation Academic outcomes