A Peer-Delivered Intervention for High School Students With Impairing ADHD Symptoms

Sibley, Margaret H.; Morley, Candance; Rodriguez, Lourdes; Coxe, Stefany; Evans, Steven W.; Morsink, Sarah; Torres, Frank Sill

doi:10.1080/2372966x.2020.1720803

Cited by 12 publications

(15 citation statements)

References 59 publications

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“…We propose to merge two existing interventions, Students Taking Responsibility and Initiative through Peer Enhanced Support (STRIPES 16 ) with a scaled-down Summer Treatment Program-Adolescent (STP-A 25 ). STP-A is an 8-week intensive treatment programme for adolescents with ADHD which targets skill development across academic, social and behavioural contexts and employs contingency management to motivate adolescent skill practice in a summer school context.…”

Section: Adaptation and Implementation Of Existing Interventionsmentioning

confidence: 99%

“…Unfortunately, the STP-A had one major drawback-its impractical price tag. 13 STRIPES 16 is a peer-delivered school-year intervention for high schoolers. Like the STP-A, STRIPES targets core EF skills and academic motivation and has shown positive increases in book bag organisation, academic motivation and class attendance.…”

Section: Adaptation and Implementation Of Existing Interventionsmentioning

confidence: 99%

“…Full intervention procedures will be finalised in Year 1 and will be based on two manuals, STP-A 13 and STRIPES. 16 The proposed intervention model will be up to 2 weeks of daily high school orientation (4 hours per day) immediately prior to the start of ninth grade (Fall 2022), staffed by peer interventionists and a school staff member (to be identified by schools in Year 1; no exclusion criteria). The orientation will be held at the student's school and will contain trimmed STP-A modules (see table 1).…”

Section: Study Interventionmentioning

confidence: 99%

“…The 16-week school year follow-up component will follow the original STRIPES manual. 16 Parent components during the school year will include optional monthly group problem solving sessions with the school staff sponsor and a school mental health liaison and a weekly phone call (up to 5 minutes) from the school staff sponsor to discuss contingency management. During both the summer and the school year, peers will complete a goal sheet with the ninth grader at each intervention session that indicates whether they met daily (summer) or weekly (school year) goals.…”

Section: Study Interventionmentioning

confidence: 99%

“…15 They teach compensatory strategies in organisation, time management and planning (OTP) and include motivational components such as goalsetting, contingency management, and strength-based feedback. 16 However, an ongoing challenge for schools is identifying qualified and available interventionists who are willing to deliver evidence-based interventions to regular education students with ADHD.…”

Section: Introductionmentioning

confidence: 99%

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Study protocol of a randomised trial of Summer STRIPES: a peer-delivered high school preparatory intervention for students with ADHD

et al. 2021

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IntroductionHigh schoolers with attention-deficit/hyperactivity disorder (ADHD) experience substantial impairments, particularly in the school setting. However, very few high school students with ADHD receive evidence-based interventions for their difficulties. We aim to improve access to care by adapting evidence-based psychosocial intervention components to a low-resource and novel school-based intervention model, Summer STRIPES (Students Taking Responsibility and Initiative through Peer Enhanced Support). Summer STRIPES is a brief peer-delivered summer orientation to high school with continued peer-delivered sessions during ninth grade.Methods and analysisParticipants will be 72 rising ninth grade students with ADHD who are randomised to receive either Summer STRIPES or school services as usual. Summer STRIPES will be delivered by 12 peer interventionists in a school setting. Outcomes will be measured at baseline, start of ninth grade, mid-ninth grade and end-of-ninth grade. At each assessment, self, parent and teacher measures will be obtained. We will test the effect of Summer STRIPES (compared with school services as usual) on ADHD symptoms and key mechanisms (intrinsic motivation, extrinsic motivation, executive functions) as well as key academic outcomes during the ninth-grade year (Grade Point Average (GPA), class attendance).Ethics and disseminationFindings will contribute to our understanding of how to improve access and utilisation of care for adolescents with ADHD. The protocol is approved by the institutional review board at Seattle Children’s Research Institute. The study results will be disseminated through publications in peer-reviewed journals and presentations at scientific conferences.Trials registration numberNCT04571320; pre-results.

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Section: Adaptation and Implementation Of Existing Interventionsmentioning

confidence: 99%

Section: Adaptation and Implementation Of Existing Interventionsmentioning

confidence: 99%