Abstract
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.
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Notes
Only 3 of 12 participants evidenced DRC collection rates below 75%, and 100% were collected for six subjects. Moreover, the percentage collected was unrelated to the percentage completed by teachers. Thus, uncollected DRCs were not considered to be an additional source of non-adherence.
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Acknowledgments
The author acknowledges Kristi Carver for her data collection efforts and Kristi Hardy for statistical consultation. Appreciation is also given to all the teachers and counselors in Durham Public Schools who participated in this project. This research was supported by an NIMH B/START award (R03MH069399-1) to the first author. Part of this work was presented in a poster at the Association for Behavioral and Cognitive Therapies (ABCT) 39th Annual Convention in Washington, D.C.
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Murray, D.W., Rabiner, D., Schulte, A. et al. Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students. Child Youth Care Forum 37, 111–126 (2008). https://doi.org/10.1007/s10566-008-9054-6
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DOI: https://doi.org/10.1007/s10566-008-9054-6