OBJECTIVES: The Collaborative Life Skills (CLS) program is a school-home intervention for students with attention-deficit/hyperactivity disorder (ADHD) symptoms and impairment. CLS integrates school, parent, and student treatments followed by booster sessions during a maintenance period into the subsequent school year. The program is delivered by school-based mental health providers. Beneficial post-treatment effects have been documented. This study evaluated the effects of CLS after the maintenance period in the subsequent school year. METHOD: Using a cluster randomized design, schools within a large urban public school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately 6 students participated at each school (N = 135, grade range = 2-5). Measures were completed at baseline, after treatment, and follow-up during the next school year. RESULTS: Students from schools assigned to CLS compared with those assigned to usual services showed significantly greater improvement at follow-up on parent, but not teacher, ratings of ADHD and oppositional defiant disorder symptom severity, organizational skills, and global impairment. Within-group analyses indicated that parent- and teacher-reported post-treatment gains for CLS in ADHD and oppositional defiant disorder symptoms, organizational skills, and academic competence were maintained into the next school year. CONCLUSIONS: These results extend support for CLS to the following school year by demonstrating sustained benefits on parent-reported ADHD and oppositional defiant disorder symptoms and functional impairment. The lack of significant teacher-reported differences between CLS and usual services highlights the need for further study of booster treatments for improving outcomes with new teachers across school years. CLINICAL TRIAL REGISTRATION INFORMATION: Study of the Collaborative Life Skills Program; http://clinicaltrials.gov; NCT01686724.
RCT Entities:
OBJECTIVES: The Collaborative Life Skills (CLS) program is a school-home intervention for students with attention-deficit/hyperactivity disorder (ADHD) symptoms and impairment. CLS integrates school, parent, and student treatments followed by booster sessions during a maintenance period into the subsequent school year. The program is delivered by school-based mental health providers. Beneficial post-treatment effects have been documented. This study evaluated the effects of CLS after the maintenance period in the subsequent school year. METHOD: Using a cluster randomized design, schools within a large urban public school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately 6 students participated at each school (N = 135, grade range = 2-5). Measures were completed at baseline, after treatment, and follow-up during the next school year. RESULTS: Students from schools assigned to CLS compared with those assigned to usual services showed significantly greater improvement at follow-up on parent, but not teacher, ratings of ADHD and oppositional defiant disorder symptom severity, organizational skills, and global impairment. Within-group analyses indicated that parent- and teacher-reported post-treatment gains for CLS in ADHD and oppositional defiant disorder symptoms, organizational skills, and academic competence were maintained into the next school year. CONCLUSIONS: These results extend support for CLS to the following school year by demonstrating sustained benefits on parent-reported ADHD and oppositional defiant disorder symptoms and functional impairment. The lack of significant teacher-reported differences between CLS and usual services highlights the need for further study of booster treatments for improving outcomes with new teachers across school years. CLINICAL TRIAL REGISTRATION INFORMATION: Study of the Collaborative Life Skills Program; http://clinicaltrials.gov; NCT01686724.
Authors: Susan Young; Jack Hollingdale; Michael Absoud; Patrick Bolton; Polly Branney; William Colley; Emily Craze; Mayuri Dave; Quinton Deeley; Emad Farrag; Gisli Gudjonsson; Peter Hill; Ho-Lan Liang; Clodagh Murphy; Peri Mackintosh; Marianna Murin; Fintan O'Regan; Dennis Ougrin; Patricia Rios; Nancy Stover; Eric Taylor; Emma Woodhouse Journal: BMC Med Date: 2020-05-25 Impact factor: 8.775
Authors: Jennifer A Janusz; Bonita P Klein-Tasman; Jonathan M Payne; Pamela L Wolters; Heather L Thompson; Staci Martin; Peter de Blank; Nicole Ullrich; Allison Del Castillo; Maureen Hussey; Kristina K Hardy; Kristina Haebich; Tena Rosser; Mary Anne Toledo-Tamula; Karin S Walsh Journal: Neurology Date: 2021-07-06 Impact factor: 11.800