Cited by 102Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional Development

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Educational outcomes of a collaborative school-home behavioral intervention for ADHD

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Pfiffner, Linda J., Villodas, Miguel, Kaiser, Nina, Rooney, Mary, McBurnett, Keith·2013·School Psychology Quarterly

DOI 10.1037/spq0000016PMC PMC4091627

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Abstract

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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Authors: Pfiffner, L. J., Villodas, M., Kaiser, N., Rooney, M., & McBurnett, K.
Affiliations: University of California, San Francisco (US)
ORCID: Pfiffner, Linda J.
Villodas, Miguel
Rooney, Mary
McBurnett, Keith
Venue: School Psychology Quarterly
Publisher: American Psychological Association (APA)
Published: 2013-03
Volume: 28
Issue: 1
Pages: 25-36
ISSN: 1045-3830 (ISSN-L)
1939-1560
DOI: 10.1037/spq0000016
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

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Educational outcomes of a collaborative school-home behavioral intervention for ADHD

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