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Volume 41, Issue 4 (2012)

Development of a Family-School Intervention fro Young Children With Attention Deficity Hyperactivity Disorder

pp. 447—466

Abstract. Although numerous studies have evaluated the effectiveness of multimodal psychosocial interventions for children with attention deficit hyperactivity disorder, these programs are limited in that there has not been an explicit focus on the connection between family and school. This study was designed to develop and pilot test a family–school intervention, Family-School Success—Early Elementary (FSS-EE), for kindergarten and first-grade students with attention deficit hyperactivity disorder. Key components of FSS-EE were family–school behavioral consultation, daily report cards, and strategies to improve parent– child relationships and family involvement in education. FSS-EE was developed using a multistep iterative process. The piloted version consisted of 12 weekly sessions including 6 group meetings, 4 individualized family sessions, and 2 school-based consultations. Families participating in the study were given the choice of placing their children on medication; 25% of children were on medication at the time of random assignment. Children (n  61) were randomly assigned to FSS-EE or a comparison group controlling for nonspecific treatment effects. Outcomes were assessed at post intervention and 2-month follow-up. Study findings indicated that FSS-EE was feasible to implement and acceptable to parents and teachers. In addition, the findings provided preliminary evidence that FSS-EE is effective in improving parenting practices, child behavior at school, and the student–teacher relationship.

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