Conjoint Behavioral Consultation for Students Exhibiting Symptoms of ADHD: Effects at Post-treatment and One-Year Follow-Up

Matthew J. Gormley, Susan M. Sheridan, Paul J. Dizona, Amanda L. Witte, Lorey A. Wheeler, Samantha R.A. Eastberg, Katherine C. Cheng

Research output: Contribution to journalArticle

Abstract

Both behavioral and pharmacological interventions have short-term efficacy for reducing symptomology of attention-deficit/hyperactivity disorder (ADHD). However, intervention effects typically dissipate once interventions are removed. Scholars have advocated for a life-course model of intervention to sustain outcomes for students with ADHD. This model of service delivery is collaborative, individually tailored, and responsive to the culture and context of the student. Conjoint behavioral consultation (CBC) is a family–school partnership intervention that is consistent with a life-course model and has demonstrated efficacy in the short- and long-term reductions of problem behaviors; however, little is known about the efficacy of CBC for students with ADHD specifically. The present study sought to evaluate the efficacy of CBC for students exhibiting symptoms of ADHD immediately following treatment and 12 month later using data from a larger randomized controlled trial. Results indicated that students in the CBC condition (n = 29) had significantly lower parent ratings of hyperactivity and behavioral symptoms at post-treatment relative to students in the “business as usual” control condition (n = 16). However, at follow-up, differences were no longer statistically significant. Additionally, although both groups demonstrated significant improvements in teacher-reported attention problems at post-treatment, students in the control group had significantly lower scores at follow-up. Implications for the use of CBC for students with ADHD symptomology and future research directions are discussed.

Original languageEnglish (US)
JournalSchool Mental Health
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

ADHD
Attention Deficit Disorder with Hyperactivity
Referral and Consultation
Students
student
Therapeutics
Behavioral Symptoms
parents
Randomized Controlled Trials
Group
rating
Pharmacology
Control Groups
teacher

Keywords

  • ADD
  • ADHD
  • Conjoint behavioral consultation
  • Family–school partnerships
  • Intervention
  • Rural

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Conjoint Behavioral Consultation for Students Exhibiting Symptoms of ADHD : Effects at Post-treatment and One-Year Follow-Up. / Gormley, Matthew J.; Sheridan, Susan M.; Dizona, Paul J.; Witte, Amanda L.; Wheeler, Lorey A.; Eastberg, Samantha R.A.; Cheng, Katherine C.

In: School Mental Health, 01.01.2019.

Research output: Contribution to journalArticle

@article{dfa61635bf714086b4a0974813a9e651,
title = "Conjoint Behavioral Consultation for Students Exhibiting Symptoms of ADHD: Effects at Post-treatment and One-Year Follow-Up",
abstract = "Both behavioral and pharmacological interventions have short-term efficacy for reducing symptomology of attention-deficit/hyperactivity disorder (ADHD). However, intervention effects typically dissipate once interventions are removed. Scholars have advocated for a life-course model of intervention to sustain outcomes for students with ADHD. This model of service delivery is collaborative, individually tailored, and responsive to the culture and context of the student. Conjoint behavioral consultation (CBC) is a family–school partnership intervention that is consistent with a life-course model and has demonstrated efficacy in the short- and long-term reductions of problem behaviors; however, little is known about the efficacy of CBC for students with ADHD specifically. The present study sought to evaluate the efficacy of CBC for students exhibiting symptoms of ADHD immediately following treatment and 12 month later using data from a larger randomized controlled trial. Results indicated that students in the CBC condition (n = 29) had significantly lower parent ratings of hyperactivity and behavioral symptoms at post-treatment relative to students in the “business as usual” control condition (n = 16). However, at follow-up, differences were no longer statistically significant. Additionally, although both groups demonstrated significant improvements in teacher-reported attention problems at post-treatment, students in the control group had significantly lower scores at follow-up. Implications for the use of CBC for students with ADHD symptomology and future research directions are discussed.",
keywords = "ADD, ADHD, Conjoint behavioral consultation, Family–school partnerships, Intervention, Rural",
author = "Gormley, {Matthew J.} and Sheridan, {Susan M.} and Dizona, {Paul J.} and Witte, {Amanda L.} and Wheeler, {Lorey A.} and Eastberg, {Samantha R.A.} and Cheng, {Katherine C.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1007/s12310-019-09342-0",
language = "English (US)",
journal = "School Mental Health",
issn = "1866-2625",
publisher = "Springer New York",

}

TY - JOUR

T1 - Conjoint Behavioral Consultation for Students Exhibiting Symptoms of ADHD

T2 - Effects at Post-treatment and One-Year Follow-Up

AU - Gormley, Matthew J.

AU - Sheridan, Susan M.

AU - Dizona, Paul J.

AU - Witte, Amanda L.

AU - Wheeler, Lorey A.

AU - Eastberg, Samantha R.A.

AU - Cheng, Katherine C.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Both behavioral and pharmacological interventions have short-term efficacy for reducing symptomology of attention-deficit/hyperactivity disorder (ADHD). However, intervention effects typically dissipate once interventions are removed. Scholars have advocated for a life-course model of intervention to sustain outcomes for students with ADHD. This model of service delivery is collaborative, individually tailored, and responsive to the culture and context of the student. Conjoint behavioral consultation (CBC) is a family–school partnership intervention that is consistent with a life-course model and has demonstrated efficacy in the short- and long-term reductions of problem behaviors; however, little is known about the efficacy of CBC for students with ADHD specifically. The present study sought to evaluate the efficacy of CBC for students exhibiting symptoms of ADHD immediately following treatment and 12 month later using data from a larger randomized controlled trial. Results indicated that students in the CBC condition (n = 29) had significantly lower parent ratings of hyperactivity and behavioral symptoms at post-treatment relative to students in the “business as usual” control condition (n = 16). However, at follow-up, differences were no longer statistically significant. Additionally, although both groups demonstrated significant improvements in teacher-reported attention problems at post-treatment, students in the control group had significantly lower scores at follow-up. Implications for the use of CBC for students with ADHD symptomology and future research directions are discussed.

AB - Both behavioral and pharmacological interventions have short-term efficacy for reducing symptomology of attention-deficit/hyperactivity disorder (ADHD). However, intervention effects typically dissipate once interventions are removed. Scholars have advocated for a life-course model of intervention to sustain outcomes for students with ADHD. This model of service delivery is collaborative, individually tailored, and responsive to the culture and context of the student. Conjoint behavioral consultation (CBC) is a family–school partnership intervention that is consistent with a life-course model and has demonstrated efficacy in the short- and long-term reductions of problem behaviors; however, little is known about the efficacy of CBC for students with ADHD specifically. The present study sought to evaluate the efficacy of CBC for students exhibiting symptoms of ADHD immediately following treatment and 12 month later using data from a larger randomized controlled trial. Results indicated that students in the CBC condition (n = 29) had significantly lower parent ratings of hyperactivity and behavioral symptoms at post-treatment relative to students in the “business as usual” control condition (n = 16). However, at follow-up, differences were no longer statistically significant. Additionally, although both groups demonstrated significant improvements in teacher-reported attention problems at post-treatment, students in the control group had significantly lower scores at follow-up. Implications for the use of CBC for students with ADHD symptomology and future research directions are discussed.

KW - ADD

KW - ADHD

KW - Conjoint behavioral consultation

KW - Family–school partnerships

KW - Intervention

KW - Rural

UR - http://www.scopus.com/inward/record.url?scp=85072206992&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85072206992&partnerID=8YFLogxK

U2 - 10.1007/s12310-019-09342-0

DO - 10.1007/s12310-019-09342-0

M3 - Article

AN - SCOPUS:85072206992

JO - School Mental Health

JF - School Mental Health

SN - 1866-2625

ER -