Author:
Macphee Fiona L.,Brewer Stephanie K.,Sibley Margaret H.,Graziano Paulo,Raiker Joseph S.,Coxe Stefany J.,Martin Pablo,Van Dreel Shauntal J.,Rodriguez Mercedes Ortiz,Lyon Aaron R.,Page Timothy F.
Abstract
Abstract
Background
Youth with ADHD are at risk of academic impairments, dropping out of high school, and dysfunction in young adulthood. Interventions delivered early in high school could prevent these harmful outcomes, yet few high school students with ADHD receive treatment due to limited access to intervention providers. This study will test a peer-delivered intervention (STRIPES) for general education 9th grade students with impairing ADHD symptoms.
Methods
A type 1 hybrid effectiveness-implementation design will be used to evaluate the effectiveness of STRIPES and explore the intervention’s implementability. Analyses will test the impact of STRIPES vs. enhanced school services control on target mechanisms and determine whether differences in basic cognitive profiles moderate intervention response. The acceptability and feasibility of STRIPES and treatment moderators will also be examined.
Discussion
This study will generate knowledge about the effectiveness and implementability of STRIPES, which will inform dissemination efforts in the future. A peer-delivered high school intervention for organization, time management, and planning skills can provide accessible and feasible treatment targeting declines in academic motivation, grades, and attendance during the ninth-grade year.
Trial registration
This study is registered on OSF Registries (10.17605/OSF.IO/Q8V6S).
Publisher
Springer Science and Business Media LLC
Subject
General Psychology,General Medicine
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