A Practical Guide to Implementing School-Based Interventions for Adolescents with ADHD

Schultz, Brandon K.; Evans, Steven W.

doi:10.1007/978-1-4939-2677-0

Cited by 14 publications

(9 citation statements)

References 111 publications

(130 reference statements)

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“…Adolescents who are involved in activities that they are interested in (e.g., sports team, drama club, religious group) also seem to be more resilient, and this resilience includes acquiring meaningful friendships (Wiener & Daniels, 2016). The Challenging Horizons (CHP; Schultz & Evans, 2015) and the Supporting Teens' Autonomy Daily (STAND; Sibley et al, 2016) programs are group interventions that target the organization, time management, and planning difficulties of adolescents with ADHD and that have a therapeutic component. The programs are helpful not only in enhancing academic skills but also in improving family relationships and reducing ADHD symptoms and disruptive behaviors (e.g., Fabiano & Pyle, 2019;Wiener & Bedard, in press).…”

Section: School-based Consultation Prevention and Interventionmentioning

confidence: 99%

The Role of School Psychologists in Supporting Adolescents With ADHD

Wiener

2020

Canadian Journal of School Psychology

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This paper integrates the findings from the four studies in this special issue and discusses the implications for school psychology practice. Our research indicates that adolescents with attention-deficit hyperactivity disorder (ADHD) are typically aware of their difficulties and believe that their problem behaviors are pervasive, uncontrollable, and stigmatizing. They are especially concerned about their social relationship problems. In this paper, I argue that school psychologists play an important role in addressing these concerns by conducting assessments in which the adolescent is a partner in the process and by providing evidence-based mental health interventions in the school setting.

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Section: School-based Consultation Prevention and Interventionmentioning

confidence: 99%

The Role of School Psychologists in Supporting Adolescents With ADHD

Wiener

2020

Canadian Journal of School Psychology

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“…Schools can offer an optimal setting to reach out to a large number of children and to promote healthy eating habits and lifestyle behaviors through classroom-based nutrition education, role modeling of heathy behaviors and offering of nutritious snacks and meals [ 21 , 22 ]. Scientific evidence supports the effectiveness of multi-component, school-based interventions in improving the dietary and health-related knowledge and attitude of primary school-aged children [ 23 , 24 , 25 ]; however, evidence is less consistent in terms of the impact of such interventions on children’s dietary behaviors [ 26 , 27 ]. A previous review on the effectiveness of school feeding programs in developing countries emphasized the importance of integrating interventions that include nutrition and health educational components to complement the provision of nutritious food and snacks within feeding programs to help alleviate hunger and improve the children’s micronutrient status [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of a Pilot School-Based Nutrition Intervention on Dietary Knowledge, Attitudes, Behavior and Nutritional Status of Syrian Refugee Children in the Bekaa, Lebanon

et al. 2018

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This study evaluated the impact of a 6-month school nutrition intervention on changes in dietary knowledge, attitude, behavior (KAB) and nutritional status of Syrian refugee children. A quasi-experimental design was followed; Syrian refuge children in grades 4 to 6 were recruited from three informal primary schools (two intervention and one control) located in the rural Bekaa region of Lebanon. The intervention consisted of two main components: classroom-based education sessions and provision of locally-prepared healthy snacks. Data on household socio-demographic characteristics, KAB, anthropometric measures and dietary intake of children were collected by trained field workers at baseline and post-intervention. Of the 296 school children enrolled, 203 (68.6%) completed post-intervention measures. Significant increases in dietary knowledge (β = 1.22, 95% CI: 0.54, 1.89), attitude (β = 0.69, 95% CI: 0.08, 1.30), and body mass index-for-age-z-scores (β = 0.25, 95% CI = 0.10, 0.41) were observed among intervention vs. control groups, adjusting for covariates (p < 0.05). Compared to the control, the intervention group had, on average, significantly larger increases in daily intakes of total energy, dietary fiber, protein, saturated fat, and several key micronutrients, p < 0.05. Findings suggest a positive impact of this school-based nutrition intervention on dietary knowledge, attitude, and nutritional status of Syrian refugee children. Further studies are needed to test the feasibility and long-term impact of scaling-up such interventions.

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“…Trained undergraduate students, advanced graduate students, and doctoral-level researchers travelled to the schools to staff the program. The CHP-AS interventions target the academic enablers often lacking among students with ADHD, including organization, study skills, assignment tracking, and social problem solving (see Schultz & Evans, 2015). Interventions targeting academic and social impairment were primarily provided in small groups, although each participant had a primary counselor who met with them one-to-one every session to help set goals and track progress.…”

Section: Methodsmentioning

confidence: 99%

Outcomes for adolescents who comply with long-term psychosocial treatment for ADHD.

Schultz¹,

Evans²,

Langberg³

et al. 2017

Journal of Consulting and Clinical Psychology

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Objective We conducted a large (N = 216) multisite clinical trial of the Challenging Horizons Program (CHP)—a yearlong after-school program that provides academic and interpersonal skills training for adolescents with attention-deficit/hyperactivity disorder (ADHD). Intent-to-treat (ITT) analyses suggest that, as predicted, the CHP resulted in significant reductions in problem behaviors and academic impairment when compared to community care. However, attendance in the CHP ranged from 0 to 60 sessions, raising questions about optimal dosing. Method To evaluate the impact of treatment compliance, complier average causal effect (CACE) modeling was used to compare participants who attended 80% or more of sessions to an estimate of outcomes for comparable control participants. Results Treatment compliers exhibited medium to large benefits (ds = 0.56 to 2.00) in organization, disruptive behaviors, homework performance, and grades relative to comparable control estimates, with results persisting six months after treatment ended. However, compliance had little impact on social skills. Conclusions Students most in need of treatment were most likely to comply, resulting in significant benefits in relation to comparable control participants who experienced deteriorating outcomes over time. Difficulties relating to dose-response estimation and the potentially confounding influence of treatment acceptability, accessibility, and client motivation are discussed.

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A Practical Guide to Implementing School-Based Interventions for Adolescents with ADHD

Cited by 14 publications

References 111 publications

The Role of School Psychologists in Supporting Adolescents With ADHD

The Role of School Psychologists in Supporting Adolescents With ADHD

Impact of a Pilot School-Based Nutrition Intervention on Dietary Knowledge, Attitudes, Behavior and Nutritional Status of Syrian Refugee Children in the Bekaa, Lebanon

Outcomes for adolescents who comply with long-term psychosocial treatment for ADHD.

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