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Parent ⁄ Teacher Consultation for ADHD Students
Although there are many effective school–based behavioral interventions for students with Attention–Deficit ⁄ Hyperactivity Disorder (ADHD), feasibility in applied settings over time is largely unknown. A daily report card system provided in the context of conjoint parent–teacher consultation is a promising school–based intervention for improving students’ school performance and parent–teacher relations. The primary goal of this study was to examine how well the daily report card system could be delivered over several months with enhanced implementation features and expert consultant support. 24 students with previously diagnosed ADHD and current school impairment were recruited from four local elementary schools and randomized to either the daily report card intervention (n=15) or comparison group (n=9).
An average of 5.7 parent–teacher consultation meetings were held per intervention subject (range=3–8), reflecting approximately 4 hours of clinical contact. The average length of intervention was 14 weeks (about 3 months). Although 2 ⁄ 3rds of the teachers experienced some implementation challenges, these were overcome for all but 3 with consultant support. Overall compliance rate was 84%, which is higher than that described in comparable consultation studies. Parents attended 70% of the consultation meetings, with all parents participating in at least two meetings. Parent adherence in reviewing the checklist at home averaged 58% with about half the parents failing to establish a formal reward system. However, both parent and teacher acceptability ratings were very high and qualitative feedback was quite positive. Analyses examining changes in children’s school functioning (teacher ratings of achievement and behavior and school records) and parent–teacher involvement are currently being examined to evaluate efficacy relative to comparison students and in relation to parent and teacher compliance.
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