Consultation-Based Academic Intervention for Children With Attention Deficit Hyperactivity Disorder: School Functioning Outcomes

Abstract

This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting Diagnostic and Statistical Manual (4th ed.—text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were randomly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing “consultation as usual”). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., curriculum-based assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed.