Educational outcomes of a collaborative school-home behavioral intervention for ADHD
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This study evaluated educationally relevant outcomes from a newly developed collaborative school-home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was implemented by 10 school-based mental health professionals at their schools and included 3 integrated components over 12 weeks: group behavioral parent training, classroom behavioral intervention, and a child social and independence skills group. Parent and teacher ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, organizational skills, and homework problems, and teacher-rated academic skills, report card grades, academic achievement, and classroom observations of student engagement were measured before and after treatment. Significant pre-post improvement was found for all measures, with large effect sizes for ADHD symptoms, organizational skills, and homework problems, and medium to large effects for teacher-rated academic skills, report card grades, academic achievement, and student engagement. Improvements in organizational skills mediated the relationship between improvement in ADHD symptoms and academic skills. Significant improvement in both ratings and objective measures (achievement testing, report cards, classroom observations) suggests that improvement exceeded what might be accounted for by expectancy or passage of time. Findings support the focus of CLS on both ADHD symptom reduction and organizational skill improvement and support the feasibility of a model which utilizes school-based mental health professionals as providers.
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After analysing the literature, there is an agreement about the efficiency of targeted face-to-face therapies focused on the enhancement of time management skills.
“After analysing the literature, it can be determined that there is an agreement about the efficiency of targeted face-to-face therapies focused on the enhancement of time management skills [46,47,48,49,50,51,52,53,54].”
From Adaptive Tele-Therapies Based on Serious Games for Health for People with Time-Management and Organisational Problems: Preliminary Results (2014) · cites this paper as [48]
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- Authors
- Pfiffner, L. J., Villodas, M., Kaiser, N., Rooney, M., & McBurnett, K.
- Affiliations
- University of California, San Francisco (US)
- Venue
- School Psychology Quarterly
- Published
- 2013-03
- Volume
- 28
- Issue
- 1
- Pages
- 25-36
- ISSN
- 1045-3830 (ISSN-L)
- 1939-1560
- PMC
- PMC4091627
- OpenAlex
- W2040559943
- Cited by
- 102
- References
- 34
- Citations by year
- 2026: 6 · 2025: 7 · 2024: 10 · 2023: 5 · 2022: 11 · 2021: 6 · 2020: 6 · 2019: 4 · 2018: 8 · 2017: 9 · 2016: 8 · 2015: 7 · 2014: 11 · 2013: 4
- FWCI
- 7.09
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- School Psychology Quarterly (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Funders
- U.S. Department of Education (R324A080041)
- 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 and Adolescent Psychosocial and Emotional Development
- Keywords
- attention deficit hyperactivity disorder, school-family partnership, behavioral interventions, parent training, organizational skills, homework problems, academic performance, student engagement, school-based mental health services, children, mediation
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Behavior Therapy, California, Child, Cooperative Behavior, Educational Status, Female, Humans, Male, Surveys and Questionnaires, Schools, Urban Health, Treatment Outcome
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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