当前位置： SCI文献检索 > JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY期刊下所有文献 > Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment.

Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment.

Abstract：

OBJECTIVES:The Collaborative Life Skills (CLS) program is a school-home intervention for students with attention-deficit/hyperactivity disorder (ADHD) symptoms and impairment. CLS integrates school, parent, and student treatments followed by booster sessions during a maintenance period into the subsequent school year. The program is delivered by school-based mental health providers. Beneficial post-treatment effects have been documented. This study evaluated the effects of CLS after the maintenance period in the subsequent school year. METHOD:Using a cluster randomized design, schools within a large urban public school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately 6 students participated at each school (N = 135, grade range = 2-5). Measures were completed at baseline, after treatment, and follow-up during the next school year. RESULTS:Students from schools assigned to CLS compared with those assigned to usual services showed significantly greater improvement at follow-up on parent, but not teacher, ratings of ADHD and oppositional defiant disorder symptom severity, organizational skills, and global impairment. Within-group analyses indicated that parent- and teacher-reported post-treatment gains for CLS in ADHD and oppositional defiant disorder symptoms, organizational skills, and academic competence were maintained into the next school year. CONCLUSIONS:These results extend support for CLS to the following school year by demonstrating sustained benefits on parent-reported ADHD and oppositional defiant disorder symptoms and functional impairment. The lack of significant teacher-reported differences between CLS and usual services highlights the need for further study of booster treatments for improving outcomes with new teachers across school years. CLINICAL TRIAL REGISTRATION INFORMATION:Study of the Collaborative Life Skills Program; http://clinicaltrials.gov; NCT01686724.

journal_name

J Am Acad Child Adolesc Psychiatry

journal_title

Journal of the American Academy of Child and Adolescent Psychiatry

authors

Pfiffner LJ,Rooney ME,Jiang Y,Haack LM,Beaulieu A,McBurnett K

doi

10.1016/j.jaac.2018.01.016

subject

Has Abstract

pub_date

2018-04-01 00:00:00

pages

245-251

issue

eissn

0890-8567

issn

1527-5418

pii

S0890-8567(18)30054-6

journal_volume

pub_type

杂志文章,随机对照试验

在线工具

Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment.