Sadler Joanna M, Evans Steven W, Schultz Brandon K, Zoromski Allison K
Department of Psychology, Center for Intervention Research in Schools, Ohio University, Athens, OH 45701, USA.
School Ment Health. 2011 Sep;3(3):156-168. doi: 10.1007/s12310-011-9058-5.
Two important domains that can be impaired in adolescents with ADHD are organization and social functioning; however, the development of interventions to target these areas in adolescents is in the early stages. Currently, small efficacy trials are beginning to be used to conduct preliminary tests on the proposed mechanisms of action for these interventions. These two studies examined the efficacy of organization and social functioning interventions for adolescents with ADHD, as well as the potential mechanisms of action for each intervention. Results from the organization intervention provide support for a significant relationship between performance on the organization checklist and overall GPA; however, there was no meaningful pattern of relationships between achieving mastery of the organization tasks and grades within quarter. Further, results from the social functioning intervention support a moderate relationship between performance on process measures of response to the intervention and outcome measures of social functioning. Results of this study provide implications for modifications to the measures and intervention procedures in future research.
注意缺陷多动障碍（ADHD）青少年中可能受损的两个重要领域是组织能力和社交功能；然而，针对青少年这些领域的干预措施尚处于早期发展阶段。目前，小型疗效试验开始被用于对这些干预措施的拟议作用机制进行初步测试。这两项研究考察了针对ADHD青少年的组织能力和社交功能干预措施的疗效，以及每种干预措施的潜在作用机制。组织能力干预措施的结果支持了组织能力清单上的表现与总体平均绩点之间存在显著关系；然而，在一个季度内掌握组织任务与成绩之间没有有意义的关系模式。此外，社交功能干预措施的结果支持了干预反应过程测量的表现与社交功能结果测量之间存在适度关系。本研究结果为未来研究中对测量方法和干预程序的修改提供了启示。
