A Peer-Delivered Intervention for High School Students With Impairing ADHD Symptoms

This study evaluates a peer-delivered intervention for high school students with impairing attention deficit hyperactivity disorder (ADHD) symptoms targeting organization, time management, and planning (OTP) and motivation (Students Taking Responsibility and Initiative through Peer Enhanced Support;...

Full description

Saved in:
Bibliographic Details
Published in:School psychology review 2020-09, Vol.49 (3), p.275-290
Main Authors: Sibley, Margaret H., Morley, Candace, Rodriguez, Lourdes, Coxe, Stefany J., Evans, Steven W., Morsink, Sarah, Torres, Frank
Format: Article
Language:English
Subjects:
ADHD
Adolescents
African American Students
Attendance
Attention Deficit Hyperactivity Disorder
Educational Finance
Educational psychology
Goal Orientation
Grade 9
high school
High School Students
Hispanic American Students
Intervention
Outcomes of Education
Outcomes of Treatment
Peer Relationship
Peers
Program Effectiveness
Secondary school students
Skill Development
Standardized Tests
Stimulants
Student Attitudes
Student Motivation
Student participation
Students with Disabilities
Suburban Schools
Symptoms (Individual Disorders)
Time management
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study evaluates a peer-delivered intervention for high school students with impairing attention deficit hyperactivity disorder (ADHD) symptoms targeting organization, time management, and planning (OTP) and motivation (Students Taking Responsibility and Initiative through Peer Enhanced Support; STRIPES). A mixed methods open trial (Study 1; N = 18) and parallel group randomized controlled trial (Study 2; N = 72) were conducted to examine acceptability, target mechanisms, student outcomes, population fit, and feasibility. Study 1 established acceptability for STRIPES delivered after school but identified forgetfulness and competing social activities as population-specific implementation barriers. In Study 2, three schools employed unique implementation strategies and results varied. An elective pullout model engaging 12th grade peer interventionists under teacher supervision demonstrated good fidelity, attendance, and population fit and significant between-group differences in book bag organization (d = 1.11), academic motivation (d = 0.85 to 2.05), and class attendance (d = 1.47) over time compared to control. When implementation strategy demonstrates population fit, STRIPES shows promise for preventing declining school engagement across ninth grade.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/2372966X.2020.1720803