Cumulative Benefits of Secondary School-Based Treatment of Students With Attention Deficit Hyperactivity Disorder
Abstract
School-based services are well suited for youth with chronic conditions who manifest much of their impairment in the school setting, such as youth with attention deficit hyperactivity disorder (ADHD). A significant literature on such programs at the elementary level exists, but little has been developed and tested at the secondary level. The current study is a 3-year treatment outcome study of a school-based training and consultation program for middle school youth with ADHD. Social and academic outcomes for program recipients were compared to that of participants in a community care control group. Findings revealed cumulative long-term benefits for the treatment group as measured by parent ratings of ADHD symptoms and social functioning. Although teacher and parent reports indicated no cumulative academic benefits, within-year analyses suggested a trend toward benefits in student grade point average. Implications for the treatment of ADHD in secondary schools are discussed.
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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 [62]
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 [62]
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Sources of Bias in Teacher Ratings of Adolescents with ADHD
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Psychosocial Interventions Used to Treat Children with ADHD: Safety and Efficacy
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Self-citationKohli, N., & Sullivan, A. L. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.03.004 · Cited by 11 · see citing works
NOK/PSY revalidatiecentra: doelgroepen, wetenschappelijke evidentie en zorgorganisatie.
Scheiris, J., Pieters, S., de Block, K., Graeve, D. D., Eyssen, M., Erdeghem, S. V., Deboutte, D., & Roeyers, H. (2009) · Cited by 11 · see citing works
Storer, J., Evans, S. W., & Langberg, J. M. (2013) · Issues in clinical child psychology · doi:10.1007/978-1-4614-7624-5_28 · Cited by 10 · see citing works
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Organization interventions as a mediator of change in grades in the Challenging Horizons Program
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Attention Deficit Hyperactivity Disorder and Academics
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Cost-Effectiveness of a Training Intervention for Adolescents with ADHD
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School-Based Social Skills Interventions for Youth With ADHD: A Systematic Review and Meta-Analysis
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Does Poverty Moderate Psychosocial Treatment Efficacy for ADHD? A Systematic Review
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Marino, C., Cardillo, R., Canale, N., Lenzi, M., Bergamin, M., Bonichini, S., & Santinello, M. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.702539 · Cited by 4 · see citing works
- Authors
- Evans, S. W., Serpell, Z. N., Schultz, B. K., & Pastor, D. A.
- Affiliations
- James Madison University (US)
- Corresponding author
- Evans, Steven W.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2007-06-01
- Volume
- 36
- Issue
- 2
- Pages
- 256-273
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1571188023
- Cited by
- 139
- References
- 24
- Citations by year
- 2026: 1 · 2025: 7 · 2024: 1 · 2023: 6 · 2022: 2 · 2021: 8 · 2020: 6 · 2019: 2 · 2018: 3 · 2017: 7 · 2016: 7 · 2015: 9 · 2014: 13 · 2013: 14 · 2012: 10
- FWCI
- 6.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- 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, junior high school students, social functioning, educational outcomes, grade point average
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