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ERIC Number: EJ796447
Record Type: Journal
Publication Date: 2008-Jun
Pages: 16
Abstractor: Author
ISSN: ISSN-1053-1890
Feasibility and Integrity of a Parent-Teacher Consultation Intervention for ADHD Students
Murray, Desiree W.; Rabiner, David; Schulte, Ann; Newitt, Kristy
Child & Youth Care Forum, v37 n3 p111-126 Jun 2008
This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants in the treatment. Intervention parents and teachers maintained moderately high levels of adherence over 4 months based on multiple methods of implementation assessment, and acceptability ratings were all very favorable. Intervention participants demonstrated significant improvement in academic skills and productivity at post-test as compared to control participants, with moderately large effect sizes. Results suggest that a DRC intervention implemented within conjoint parent-teacher consultation may help to reduce the research to practice gap in evidence-based school interventions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A