Effectiveness of a Digital Strategy-based Educational Skills Group for Secondary Students With Organization and Academic Motivation Challenges
试验速览
- 阶段
- 2 期
- 状态
- 撤回
- 入组人数
- 120
- 主要终点
- ADHD Symptoms
研究概览
简要总结
The purpose of this study is to test the effectiveness of a telehealth-delivered skills training versus active control group for middle and high school students with ADHD symptoms. Both programs will be delivered digitally (via Zoom).
Investigators will measure student functioning at baseline, post-group, and three-month follow-up. The primary outcomes are ADHD symptoms, student grade point average, and attendance as reported in the gradebook. Secondary outcomes include parent academic support, autonomy, academic motivation, and organization skills. Participant satisfaction with the group will be measured post-group. Group attendance and homework completion will also be measured.
详细描述
120 middle and high school students with elevated ADHD symptoms will be recruited for this study, which will take place over the course of the 2021-2022 academic year. The recruitment strategy will be to distribute information about the study opportunity to educator email lists in South Florida (see appended email template). Educators will be instructed to share information about the study to the parents of students who perceive to experience ADHD symptoms in their schools, regardless of special education status or documentation of a disability.
Students who enroll will be randomly assigned to either receive the STAND-G strategy-based group or a peer-support-based, active control group. Investigators will blind participants and their parents to which group is the active treatment by informing parents and students that participant will be randomly assigned to one of two groups to help improve school difficulties in youth. The two groups will be of equal duration, both will be led by the same instructors; and will differ only in content (teaching strategies vs. facilitating peer support and problem-solving conversations).
Students (and their parents) will complete assessments at baseline, post-group, and three months post-group. School records will be obtained for all time points.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Double (Participant, Outcomes Assessor)
盲法说明
The same providers will deliver both treatment arms and so it will be difficult to fully mask the providers to which group is active (based on their natures). However, participants will be told that both groups are active and outcomes assessors will not be informed about group membership.
入排标准
- 年龄范围
- 11 Years 至 17 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Students will be required to,
- •be in the sixth through twelfth grade,
- •have elevated ADHD symptoms
- •documented impairment according to the SNAP
- •documented impairment according to Impairment Rating Scale.
- •Students must be 17.5 or younger at the time of enrollment to ensure that they are still under 18 at the expected completion of the study.
- •Parents of eligible students will also participate.
排除标准
- •Students may not be,
- •in a self-contained special education classroom,
- •possess intellectual disability
- •be non-English speaking
- •be older than 18 years old at time of enrollment
研究组 & 干预措施
Behavioral Parent Training/Organization Skills Training
Parents will receive 8 weeks of a 90 minute behavioral parent training protocol that focuses on supporting academic and behavioral success in adolescents with ADHD. Teens will receive a simultaneous 8 weeks of a 90 minute organization skills training group. Both groups will be delivered via telehealth.
干预措施: BPT/OST (Behavioral)
Peer support
Parents and teens will each participate in 8 weeks of a 90 minute peer support group focused on exchange of shared experience and group problem-solving difficulties. Both groups will be delivered via telehealth.
干预措施: Peer Support (Behavioral)
结局指标
主要结局
ADHD Symptoms
时间窗: Change from Baseline through 3 months after Post-Treatment, an average of 6 months
Parent and Self Ratings on the SNAP Rating Scale, SNAP (0-3)
Academic Impairment: Grade Point Average
时间窗: Change from Baseline through 3 months after Post-Treatment, an average of 6 months
Official School Records
Academic Impairment: School Attendance
时间窗: Change from Baseline through 3 months after Post-Treatment, an average of 6 months
Official School Records
次要结局
- Parent-Teen Conflict(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
- Academic Motivation(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
- Executive Functions(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
- Organization, Time Management, and Planning(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
- Parent Academic Involvement(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
- Academic Impairment Rating Scale(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
- Goal Setting(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
- Parent Autonomy Support(Change from Baseline through 3 months after Post-Treatment, an average of 6 months)
研究者
Margaret Sibley
Principal Investigator
Seattle Children's Hospital