A family–school intervention for children with ADHD: Results of a randomized clinical trial.

Abstract

Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with ADHD that target the family and school, as well as the intersection of family and school. Objective This study was designed to evaluate the effectiveness of a family-school intervention, referred to as Family-School Success (FSS), designed to improve the family and educational functioning of students in grades 2 through 6 who meet criteria for ADHD combined and inattentive types. Key components of FSS were conjoint behavioral consultation, daily report cards, and behavioral homework interventions. Methods FSS was provided over the course of 12 weekly sessions, which included 6 group sessions, 4 individualized family sessions, and 2 school-based consultations. Families participating in the study were given the choice of placing their children on medication; 43% of children were on medication at the time of random assignment. Children (n=199) were randomly assigned to FSS or a comparison group controlling for non-specific treatment effects. Outcomes were assessed at post intervention and 3-month follow-up. The analyses controlled for child medication status. Results Study findings indicated that FSS had a significant effect on the quality of the family-school relationship, homework performance, and parenting behavior. Conclusions The superiority of FSS was demonstrated even though about 40% of the participants in FSS and CARE were on an optimal dose of medication and there were significant Time effects on each measure. This relatively brief intervention was able to produce effect sizes that were comparable to those of the more intensive MTA behavioral intervention.

‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities

“…1). The four articles excluded did not explicitly define the outcomes as participation measures, but rather focused on parental perceptions of their child's homework skill 16 and assessment of the competence of a child at performing a skill [17][18][19] and were therefore considered by the review team to be measures of capacity. …”

Intervención integral en un niño con epilepsia y síntomas de déficits de atención con hiperactividad

“…Estos resultados coinciden con los encontrados en otros estudios científicos previos que sugieren la utilización de la estimulación neuropsicológica en niños con epilepsia (Arnedo, Espinosa, Ruiz, y Sánchez-Álvarez En cuanto a los resultados psicológicos que valoran la sintomatología TDAH en el niño, desde el punto de vista de los padres hay una disminución de la percepción de los síntomas conductuales y de hiperactividad tras aplicar la terapia cognitivo-conductual a los padres y al niño. Estos resultados son congruentes con estudios anteriores que indican la importancia de incluir la terapia cognitivo-conductual en el niño (Thorell et al, 2009; Virta et al, 2010) y en la familia (Fernández, 2012;Power et al, 2012), además del tratamiento farmacológico habitual.…”

“…Investigaciones han descrito que la rehabilitación neuropsicológica es necesaria para las personas que presentan epilepsia (MacAllister, Vasserman, Rosenthal y Sherman, 2014). Igualmente, la intervención neuropsicológica ha sido muy útil para la mejora de los déficits cognitivos como la atención y la memoria en niños con síntomas de TDAH (Beck et (Fernández, 2012;Power et al, 2012) son de gran ayuda en la disminución de los síntomas del TDAH a nivel conductual (p.ej. : nivel de impulsividad, incidencia de conductas inadecuadas, etc.).…”

The Past, Present, and Future of Conjoint Behavioral Consultation Research

“…In a randomized trial involving CBC, Power et al (2012) evaluated the effectiveness of a family-school intervention designed to improve student academic engagement, parenting skills, family involvement in education, and family-school collaboration. The intervention, Family-School Success (FSS), was comprised of CBC, daily report cards, and a behavioral homework intervention.…”