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

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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.

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Notes

  1. The formula used for the denominator was the square root of the following term: The variance at baseline plus the variance at 15-mos minus twice the correlation between baseline and 15-mos times the product of the two standard deviations (Cohen, 1988).

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Acknowledgements

The preparation of this manuscript was supported by NIMH Grant R01-MH62941. We gratefully acknowledge the efforts of all teachers and students who participated in this project as well as Lisa Marie Angello, Andrea Deatline-Buchman, Anuja Divatia, Lauren Dullum, Rebecca Eng, Karen Hailstones, Jilda Hodges, Jayne Leh, Stacy Martin, Jennifer Mautone, Erin Post, Eve Puhalla, Hillary Rogers, Timothy Scholten, Cotie Strong, Deanna Tipton, and Yan Ping Xin who served as research assistants for this study.

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Authors and Affiliations

  1. Department of Education and Human Services, Lehigh University, Bethlehem, 18015, PA, USA

    George J. DuPaul, Asha K. Jitendra, Katy E. Tresco, J. Gary Lutz, Rosemary E. Vile Junod, Lizette M. Flammer & Mark C. Mannella

  2. Department of Counseling and Educational Psychology, Northeastern University, Boston, MA, USA

    Robert J. Volpe

  3. Syracuse City School District, Syracuse, NY, USA

    Kristi S. Cleary

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  1. George J. DuPaul
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Correspondence to George J. DuPaul.

Appendices

Appendix A

Intervention: Repeated readings

Procedures

_____Tell _________ how many words he read correctly the previous occasion and show him the graph.

_____Have ________ read aloud a short passage from the curriculum materials (his reading level) while the teacher listens

_____Time _______’s reading for 1 minute, taking note of the last word he read in the passage after 1 minute. Allow _______ to finish the entire passage if 1 minute expires.

_____After reading, show ________ the words he read up to and tell him the number of words he read. If he omitted, self-corrected or pronounced any words incorrectly, help him with the word(s) and have him practice reading and pronouncing those words correctly.

_____Have ________ read the passage again. Time him for 1 minute and listen for errors.

_____Continue steps 1 through 4 for 3 to 5 readings.

_____Have ________ count the words he read correctly on the last reading.

_____Graph the words read correctly per minute (can let _______ draw points and lines, if he is unable to do so, you may do so for him bur allow him to see the graph).

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DuPaul, G.J., Jitendra, A.K., Volpe, R.J. et al. Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement. J Abnorm Child Psychol 34, 633–646 (2006). https://doi.org/10.1007/s10802-006-9046-7

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