ADHD
Conditions
Keywords
ADHD, Behavioral Intervention, Telehealth
Brief summary
The purpose of this study is to test the effectiveness of a telehealth-delivered skills training versus active control group for middle and high school students with ADHD symptoms. Both programs will be delivered digitally (via Zoom). Investigators will measure student functioning at baseline, post-group, and three-month follow-up. The primary outcomes are ADHD symptoms, student grade point average, and attendance as reported in the gradebook. Secondary outcomes include parent academic support, autonomy, academic motivation, and organization skills. Participant satisfaction with the group will be measured post-group. Group attendance and homework completion will also be measured.
Detailed description
120 middle and high school students with elevated ADHD symptoms will be recruited for this study, which will take place over the course of the 2021-2022 academic year. The recruitment strategy will be to distribute information about the study opportunity to educator email lists in South Florida (see appended email template). Educators will be instructed to share information about the study to the parents of students who perceive to experience ADHD symptoms in their schools, regardless of special education status or documentation of a disability. Students who enroll will be randomly assigned to either receive the STAND-G strategy-based group or a peer-support-based, active control group. Investigators will blind participants and their parents to which group is the active treatment by informing parents and students that participant will be randomly assigned to one of two groups to help improve school difficulties in youth. The two groups will be of equal duration, both will be led by the same instructors; and will differ only in content (teaching strategies vs. facilitating peer support and problem-solving conversations). Students (and their parents) will complete assessments at baseline, post-group, and three months post-group. School records will be obtained for all time points.
Interventions
BEHAVIORALBPT/OST
See Arm description.
BEHAVIORALPeer Support
See Arm description
Sponsors
Seattle Children's Hospital
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
DOUBLE (Subject, Outcomes Assessor)
Masking description
The same providers will deliver both treatment arms and so it will be difficult to fully mask the providers to which group is active (based on their natures). However, participants will be told that both groups are active and outcomes assessors will not be informed about group membership.
Intervention model description
Students are randomized in a 1:1 allocation ratio to the active treatment of the control group. Participants will be randomized to the strategies or peer support groups using a stratified randomization procedure that randomizes within grade level (i.e., middle school or high school). After 20 students are randomized to a group, the group will be scheduled to begin.
Eligibility
Sex/Gender
ALL
Age
11 Years to 17 Years
Healthy volunteers
No
Inclusion criteria
Students will be required to, * be in the sixth through twelfth grade, * have elevated ADHD symptoms * documented impairment according to the SNAP * documented impairment according to Impairment Rating Scale. * Students must be 17.5 or younger at the time of enrollment to ensure that they are still under 18 at the expected completion of the study. Parents of eligible students will also participate.
Exclusion criteria
Students may not be, * in a self-contained special education classroom, * possess intellectual disability * be non-English speaking * be older than 18 years old at time of enrollment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| ADHD Symptoms | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Parent and Self Ratings on the SNAP Rating Scale, SNAP (0-3) |
| Academic Impairment: Grade Point Average | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Official School Records |
| Academic Impairment: School Attendance | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Official School Records |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Academic Motivation | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Expectancy-Value Questionnaire -Self Version, (1-5) Higher scores can mean better outcome |
| Executive Functions | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | BRIEF Rating Scale -Parent Version, BRIEF |
| Organization, Time Management, and Planning | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Adolescent Academic Problems Checklist-Parent and Self Version will be used to measure organization, time management and planning, AAPC |
| Parent Academic Involvement | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Parent Academic Management Scale - Parent Version, PAMS (0-5) Higher scores can mean better outcome |
| Academic Impairment Rating Scale | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Impairment Rating Scale - Parent Version |
| Parent-Teen Conflict | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Conflict Behavior Questionnaire-20 - Parent, Self Version, CBQ |
| Goal Setting | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Goal Setting Questionnaire- Parent and Self |
| Parent Autonomy Support | Change from Baseline through 3 months after Post-Treatment, an average of 6 months | Parent Promotion of Volitional Functioning- Self Report |
Outcome results
None listed