School-Based Intervention for Adolescents With ADHD: Predictors of Effects on Academic Performance

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Evaluation and Instructional Interventions in Schools

Abstract

Adolescents with attention-deficit/hyperactivity disorder (ADHD) experience significant academic performance difficulties including underachievement and risk for school drop-out. Although stimulant medication reduces ADHD symptoms, psychosocial and educational interventions are necessary to address academic impairments. We examined the nature and predictors of academic trajectories in response to multi-component organizational skills training in 92 high school students with ADHD. Latent trajectory class analyses revealed positive treatment response for 61.5% for report card grades and up to 100% for organizational skills. Girls were more likely to show a faster response to treatment for organizational skills and higher treatment dosage protected against report card grade decline across marking periods. Thus, multicomponent organizational skills training appears effective for most high school students with ADHD.

Authors

• George J DuPaul, Lehigh University

• Steven W. Evans, Ohio University

• Qiong Fu, Lehigh University