Department of Psychology.
Sch Psychol. 2019 Mar;34(2):201-211. doi: 10.1037/spq0000287. Epub 2018 Oct 4.
In the present study, we sought to examine response trajectories to brief (11-week) school-based homework interventions and factors that may help schools predict responses. Participants included 222 middle-school students (72% boys; = 12.00 years, = 1.02) who had been diagnosed with attention-deficit/hyperactivity disorder (ADHD) and had received either a contingency-management or skills-based intervention for homework problems. Both interventions included 16 20-min student meetings with a school counselor and two parent meetings. Trajectories of response for ratings of homework problems and assignment completion were examined from baseline to a 6-month follow-up using growth-mixture models. Baseline variables routinely measured in school settings, including grade-point average (GPA), math and reading achievement, and externalizing and internalizing symptoms, were examined as predictors of treatment-response trajectories. The majority of students (68-81%) showed positive treatment response across outcomes. However, trajectories of students who did not respond to intervention were identified for each outcome. Baseline GPA significantly predicted trajectories for all outcomes and achievement scores significantly predicted trajectories of teacher-reported homework performance and parent-reported homework problems, such that youth with relatively higher baseline GPAs and achievement were most likely to respond. In contrast, neither externalizing nor internalizing symptoms were significant predictors of response trajectories. Schools can use GPA and academic-achievement data to determine whether brief school-based interventions for homework problems are likely to succeed. Students with ADHD who display severe academic impairment (i.e., GPA lower than 2.0 at baseline) may benefit from a more long-term, intensive intervention. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
在本研究中，我们试图研究短期（11 周）基于学校的家庭作业干预的反应轨迹以及可能有助于学校预测反应的因素。参与者包括 222 名被诊断患有注意缺陷多动障碍（ADHD）的中学生（72%为男孩；平均年龄为 12.00 岁， = 1.02），他们接受了基于行为的技能干预或基于行为的技能干预来解决家庭作业问题。两种干预措施均包括 16 次 20 分钟的学生与学校顾问会议和两次家长会议。使用增长混合模型从基线到 6 个月的随访来检查家庭作业问题和作业完成情况的反应轨迹。在学校环境中常规测量的基线变量，包括平均绩点（GPA）、数学和阅读成绩以及外化和内化症状，被作为治疗反应轨迹的预测因子进行了检查。大多数学生（68-81%）在所有结果上均表现出积极的治疗反应。但是，为每个结果确定了未对干预做出反应的学生的反应轨迹。基线 GPA 显著预测了所有结果的轨迹，而学业成绩显著预测了教师报告的家庭作业表现和家长报告的家庭作业问题的轨迹，表明基线 GPA 和学业成绩相对较高的青少年最有可能做出反应。相比之下，外化或内化症状都不是反应轨迹的重要预测因子。学校可以使用 GPA 和学业成绩数据来确定针对家庭作业问题的短期基于学校的干预措施是否可能成功。在基线时 GPA 低于 2.0 的严重学业障碍（即严重学业障碍）的 ADHD 学生可能受益于更长期、更密集的干预。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
