Evaluation of a school-based treatment program for young adolescents with ADHD.
Abstract
Objective This study compared 2 school-based training interventions for adolescents with attention deficit-hyperactivity disorder (ADHD): the Challenging Horizons Program-after school version (CHP-AS) and Challenging Horizons Program-mentoring version (CHP-M) with each other and with a community care (CC) condition. Method Participants were 326 students (sixth through eighth grade) diagnosed with ADHD. Interventions were conducted for 1 academic year. CHP-AS occurred twice weekly and included organization, social functioning, and academic study skills interventions. In CHP-M, students were paired with a mentor (e.g., teacher) who was trained by a consultant and delivered a subset of the CHP-AS interventions during school. No direct intervention was provided in CC. Participants were assessed at pretreatment, 4 occasions during the intervention year, posttreatment, and at a 6-month follow-up. Results Intent-to-treatment analyses using hierarchical linear modeling to compare outcomes between the 3 conditions indicate participation in the CHP-AS intervention is associated with moderate effect size improvements in parent-rated organization and time-management skills, homework problems, and ADHD symptoms of inattention, and with small improvements in overall academic functioning and grade point average (GPA). These improvements were in comparison to CC and to CHP-M. Gains were sustained into the next school year and even increased in magnitude for several of the measures. Conclusio…
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Five studies examined psychosocial interventions provided to students with ADHD in a school setting and eight studies tested psychosocial interventions in a clinical setting.
“Five studies examined psychosocial interventions provided to students with ADHD in a school setting [62,63,64,65,66] and eight studies tested psychosocial interventions in a clinical setting [67,68,69,70,71,72,73,74].”
From Treatment of Adolescents with Concurrent Substance Use Disorder and Attention-Deficit/Hyperactivity Disorder: A Systematic Review (2021) · cites this paper as [63]
In five of the six trials with a non-active control condition (waiting-list control group), participants in the intervention group showed stronger post-treatment improvements in ADHD symptoms compared with participants in the control group.
“In five of the six trials with a non-active control condition (waiting-list control group), participants in the intervention group showed stronger post-treatment improvements in ADHD-symptoms compared with participants in the control group [62,63,64,65,73,74].”
From Treatment of Adolescents with Concurrent Substance Use Disorder and Attention-Deficit/Hyperactivity Disorder: A Systematic Review (2021) · cites this paper as [63]
Training approaches focused on school functioning skills have consistently revealed benefits for adolescents.
“Training approaches that are focused on school functioning skills have consistently revealed benefits for adolescents.95–97”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [95]
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Retrospective Report of Academic Motivation Among College Students With Elevated ADHD Symptoms
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Self-citationAttention-Deficit/Hyperactivity Disorder
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- Authors
- Evans, S. W., Langberg, J. M., Schultz, B. K., Vaughn, A., Altaye, M., Marshall, S. A., & Zoromski, A. K.
- Affiliations
- Ohio University (US)
- Virginia Commonwealth University (US)
- East Carolina University (US)
- Cincinnati Children's Hospital Medical Center (US)
- ORCID
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 2016-01
- Volume
- 84
- Issue
- 1
- Pages
- 15-30
- ISSN
- 0022-006X (ISSN-L)
- 1939-2117
- OpenAlex
- W2275475575
- Cited by
- 155
- References
- 19
- Citations by year
- 2026: 12 · 2025: 11 · 2024: 14 · 2023: 15 · 2022: 21 · 2021: 16 · 2020: 17 · 2019: 7 · 2018: 19 · 2017: 8 · 2016: 12 · 2014: 1 · 2013: 1
- FWCI
- 10.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Consulting and Clinical Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (R01MH082865, R01MH082864)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
- Keywords
- attention deficit hyperactivity disorder, school-based treatment, mentoring, organizational skills, time management, homework problems, academic functioning, inattention, adolescents
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Female, Humans, Male, Mentors, School Health Services, Schools, Social Adjustment, Students, Time Management, Community Networks
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