Study protocol of a randomized trial of STRIPES: a schoolyear, peer-delivered high school intervention for students with ADHD

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 prov...

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Bibliographic Details
Published in:BMC Psychology 2023-09, Vol.11 (1), p.1-268, Article 268
Main Authors: Macphee, Fiona L, Brewer, Stephanie K, Sibley, Margaret H, Graziano, Paulo, Raiker, Joseph S, Coxe, Stefany J, Martin, Pablo, Van Dreel, Shauntal J, Rodriguez, Mercedes Ortiz, Lyon, Aaron R, Page, Timothy F
Format: Article
Language:English
Subjects:
Academic achievement
ADHD
Analysis
Attention deficit hyperactivity disorder
Behavior
Care and treatment
Curricula
Diagnosis
Education
Evidence-based medicine
Executive function
Health aspects
High school students
High schools
Intervention
Learning
Methods
Middle schools
Motivation
Patient outcomes
Peers
Performance evaluation
Planning
Psychological aspects
Psychotherapy
Social aspects
Special education
Stakeholders
Students
Study Protocol
Success
Time management
Young adults
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Summary: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. 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. 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.
ISSN:2050-7283
2050-7283
DOI:10.1186/s40359-023-01291-3