Enhancing IEPs of Children With ADHD Using Daily Report Cards
| Status: | Recruiting |
|---|---|
| Conditions: | Psychiatric |
| Therapuetic Areas: | Psychiatry / Psychology |
| Healthy: | No |
| Age Range: | 5 - 14 |
| Updated: | 11/22/2018 |
| Start Date: | January 3, 2019 |
| End Date: | June 30, 2022 |
| Contact: | Gregory A Fabiano, Ph.D. |
| Email: | fabiano@buffalo.edu |
| Phone: | 7166451130 |
Enhancing IEPs of Children With ADHD Using Daily Report Cards: An Efficacy Trial
The purpose of this study are to determine the effectiveness of the daily report card (DRC)
approach to supporting children with ADHD in special education in schools compared to a
business as usual condition. Children in the study will be randomly assigned to business as
usual, or to receive a DRC based on Individualized Education Program goals and objectives,
across the school year. All children will have progress carefully monitored across the school
year.
approach to supporting children with ADHD in special education in schools compared to a
business as usual condition. Children in the study will be randomly assigned to business as
usual, or to receive a DRC based on Individualized Education Program goals and objectives,
across the school year. All children will have progress carefully monitored across the school
year.
This study will investigate the efficacy of an intervention to enhance the special education
supports used for children with ADHD (i.e., the manner in which goals/objectives on the IEP
are monitored and addressed; targeting of social/behavioral goals).
The purpose of this proposed study is to provide evidence for the efficacy of using a daily
report card intervention (DRC) as a means of linking the child with ADHD's IEP goals and
objectives to his/her daily functioning in the classroom environment. A Goal 2 study was
recently completed to develop and provide preliminary support for the DRC intervention for
this purpose (Fabiano et al., 2010). The proposed investigation will be a multi-site study
conducted in elementary schools throughout the Western New York and South Florida area.
Participants will be 216 children (grades K-6), who have been diagnosed with ADHD and have an
IEP (e.g., Specific Learning Disability, Emotionally Disturbed, Other Health Impaired).
In the proposed study, the efficacy of the DRC as an enhancement to children with ADHD's IEPs
will be investigated in an experimental study. Children will be randomly assigned on the
individual level to a condition where a behavioral consultant works with the child's
teacher(s) to construct a DRC, implement it, and monitor it, or to an IEP only, school as
usual (SAU) condition, where teachers will attempt to meet the IEP goals and objectives as
they typically would. A DRC is an operationalized list of target behaviors (e.g., "completes
reading assignments with 80% accuracy or better," "has no office time outs during the day")
that are evaluated each day by the teacher. The DRC is used as a means of providing the child
and parent feedback on progress on a daily basis, and it doubles as a mechanism teachers can
use to track and monitor the child's behavior and progress on key functional domains. The DRC
can be easily linked to IEP goals and objectives, providing a bridge between the IEP and the
child's daily functioning in the classroom. Parents will also be taught in parenting meetings
how to reward their child at home for successful attainment of DRC goals and how to
communicate effectively with their child's teacher.
Measures of key outcomes will include observations of behavior in the classroom conducted by
observers naïve to group assignment or study hypotheses, academic performance outcomes,
parent and teacher ratings of functioning, and IEP goal attainment. Primary measures of
outcome will be analyzed using ANCOVA procedures. Secondary measures will include teacher
ratings of ADHD and disruptive behavior/impairment. Additional analyses will investigate
moderators (grade level, comorbid aggressive behavior, IEP quality). It is further
hypothesized that classroom environment and fidelity of implementation at school/home will
mediate outcomes (i.e., classroom climate, the fidelity of teacher monitoring/feedback
regarding behavior, consistency of parent-implemented consequences at home).
supports used for children with ADHD (i.e., the manner in which goals/objectives on the IEP
are monitored and addressed; targeting of social/behavioral goals).
The purpose of this proposed study is to provide evidence for the efficacy of using a daily
report card intervention (DRC) as a means of linking the child with ADHD's IEP goals and
objectives to his/her daily functioning in the classroom environment. A Goal 2 study was
recently completed to develop and provide preliminary support for the DRC intervention for
this purpose (Fabiano et al., 2010). The proposed investigation will be a multi-site study
conducted in elementary schools throughout the Western New York and South Florida area.
Participants will be 216 children (grades K-6), who have been diagnosed with ADHD and have an
IEP (e.g., Specific Learning Disability, Emotionally Disturbed, Other Health Impaired).
In the proposed study, the efficacy of the DRC as an enhancement to children with ADHD's IEPs
will be investigated in an experimental study. Children will be randomly assigned on the
individual level to a condition where a behavioral consultant works with the child's
teacher(s) to construct a DRC, implement it, and monitor it, or to an IEP only, school as
usual (SAU) condition, where teachers will attempt to meet the IEP goals and objectives as
they typically would. A DRC is an operationalized list of target behaviors (e.g., "completes
reading assignments with 80% accuracy or better," "has no office time outs during the day")
that are evaluated each day by the teacher. The DRC is used as a means of providing the child
and parent feedback on progress on a daily basis, and it doubles as a mechanism teachers can
use to track and monitor the child's behavior and progress on key functional domains. The DRC
can be easily linked to IEP goals and objectives, providing a bridge between the IEP and the
child's daily functioning in the classroom. Parents will also be taught in parenting meetings
how to reward their child at home for successful attainment of DRC goals and how to
communicate effectively with their child's teacher.
Measures of key outcomes will include observations of behavior in the classroom conducted by
observers naïve to group assignment or study hypotheses, academic performance outcomes,
parent and teacher ratings of functioning, and IEP goal attainment. Primary measures of
outcome will be analyzed using ANCOVA procedures. Secondary measures will include teacher
ratings of ADHD and disruptive behavior/impairment. Additional analyses will investigate
moderators (grade level, comorbid aggressive behavior, IEP quality). It is further
hypothesized that classroom environment and fidelity of implementation at school/home will
mediate outcomes (i.e., classroom climate, the fidelity of teacher monitoring/feedback
regarding behavior, consistency of parent-implemented consequences at home).
Inclusion Criteria:
- Current Individualized Education program
- Diagnosis of ADHD
- Enrolled in Grades Kindergarten - 6
Exclusion Criteria:
- IQ < 70
- Home-schooled
- Enrolled in a classroom with another study participant
- Autism spectrum disorder
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