Effectiveness of a Digital Strategy-based Educational Skills Group for Secondary Students With Organization and Academic Motivation Challenges
- Conditions
- ADHD
- Interventions
- Behavioral: BPT/OSTBehavioral: Peer Support
- Registration Number
- NCT05386251
- Lead Sponsor
- Seattle Children's Hospital
- Brief Summary
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.
- Detailed Description
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.
Recruitment & Eligibility
- Status
- UNKNOWN
- Sex
- All
- Target Recruitment
- 120
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.
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
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Behavioral Parent Training/Organization Skills Training BPT/OST 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. Peer support 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.
- Primary Outcome Measures
Name Time Method Academic Impairment: Grade Point Average Change from Baseline through 3 months after Post-Treatment, an average of 6 months Official School Records
Academic Impairment: School Attendance Change from Baseline through 3 months after Post-Treatment, an average of 6 months Official School Records
ADHD Symptoms Change from Baseline through 3 months after Post-Treatment, an average of 6 months Parent and Self Ratings on the SNAP Rating Scale
- Secondary Outcome Measures
Name Time Method Academic Motivation Change from Baseline through 3 months after Post-Treatment, an average of 6 months Change Ruler -Self Version
Parent Academic Involvement Change from Baseline through 3 months after Post-Treatment, an average of 6 months Parent Academic Management Scale - Parent Version
Academic Impairment Rating Scale Change from Baseline through 3 months after Post-Treatment, an average of 6 months Impairment Rating Scale - Parent Version
Goal Setting Change from Baseline through 3 months after Post-Treatment, an average of 6 months Goal Setting Questionnaire- Parent and Self
Parent-Teen Conflict Change from Baseline through 3 months after Post-Treatment, an average of 6 months Conflict Behavior Questionnaire-20 - Parent, Self Version
Executive Functions Change from Baseline through 3 months after Post-Treatment, an average of 6 months BRIEF Rating Scale -Parent Version
Parent Autonomy Support Change from Baseline through 3 months after Post-Treatment, an average of 6 months Parent Promotion of Volitional Functioning- Self Report
Organization, Time Management, and Planning Change from Baseline through 3 months after Post-Treatment, an average of 6 months Adolescent Academic Problems Checklist-Parent and Self Version will be used to measure organization, time management and planning