HCBE Faculty Articles
ORCID
0000-0001-5699-5121, 0000-0001-5364-3825, 0000-0002-2203-0775, 0000-0001-7673-7963, 0000-0003-3657-5060
Document Type
Article
Publication Title
BMC Psychology
ISSN
2050-7283
Publication Date
9-5-2023
Abstract/Excerpt
Background
Youth with ADHD are at risk of academic impairments, dropping out of high school, and dysfunction in young adulthood. Interventions delivered early in high school could prevent these harmful outcomes, yet few high school students with ADHD receive treatment due to limited access to intervention providers. This study will test a peer-delivered intervention (STRIPES) for general education 9th grade students with impairing ADHD symptoms.
Methods
A type 1 hybrid effectiveness-implementation design will be used to evaluate the effectiveness of STRIPES and explore the intervention’s implementability. Analyses will test the impact of STRIPES vs. enhanced school services control on target mechanisms and determine whether differences in basic cognitive profiles moderate intervention response. The acceptability and feasibility of STRIPES and treatment moderators will also be examined.
Discussion
This study will generate knowledge about the effectiveness and implementability of STRIPES, which will inform dissemination efforts in the future. A peer-delivered high school intervention for organization, time management, and planning skills can provide accessible and feasible treatment targeting declines in academic motivation, grades, and attendance during the ninth-grade year.
Trial registration
This study is registered on OSF Registries (10.17605/OSF.IO/Q8V6S).
DOI
10.1186/s40359-023-01291-3
Volume
11
Issue
268
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
NSUWorks Citation
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Comments
Funding: This study is funded by the Institute of Education Sciences National Center for Education Research (grant R305A210462). The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education.
Acknowledgements: The authors gratefully acknowledge the participants, their parents, and the school staf who participate in this study. They also thank the research staf who help with study administration, data collection, and data entry