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Consultation-Based Academic Interventions for Children with Attention Deficit Hyperactivity Disorder: Effects on Reading and Mathematics Outcomes at 1-Year Follow-Up
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Volpe, Robert J.; DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E. – School Psychology Review, 2009
The purpose of this follow-up study was to evaluate the effectiveness of two consultation-based models to enhance the educational functioning of children with attention deficit hyperactivity disorder (ADHD) after 1 year of no treatment. Children (N = 167) meeting "Diagnostic Statistical Manual" (4th ed., text revision; 2000) criteria for attention…
Descriptors: Feedback (Response), Intervention, Attention Deficit Hyperactivity Disorder, Teacher Collaboration
The Relationship between Treatment Integrity and Acceptability of Reading Interventions for Children with Attention-Deficit/Hyperactivity Disorder
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Mautone, Jennifer A.; DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary Vile; Volpe, Robert J. – Psychology in the Schools, 2009
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, Special Needs Students, Integrity
Early Reading Instruction for Children with Reading Difficulties: Meeting the Needs of Diverse Learners
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Jitendra, Asha K.; Edwards, Lana L.; Starosta, Kristin; Sacks, Gabriell; Jacobson, Lisa A.; Choutka, Claire M. – Journal of Learning Disabilities, 2004
Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using "Read Well" (Sprick, Howard, and Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third grade children (1 girl and 6 boys), who were classified as having…
Descriptors: Program Effectiveness, Second Language Learning, Early Reading, Student Characteristics