Category: ADHD - Child
Keywords: Child | Early Intervention | Randomized Controlled Trial
Presentation Type: Symposium
While summer programs, parent training (PT), and school-based intervention are independently effective for improving the functioning across home and school settings for elementary-aged children with Attention-Deficit/Hyperactivity Disorder (ADHD), they have only recently been adapted to address the transitional needs of preschool-aged children with ADHD. Over the last seven years, our research team has been developing the Summer Treatment Program for Prekindergarteners (STP-PreK; Graziano & Hart, 2016; Hart et al., 2016), an adaption of the evidence-based intensive Children’s Summer Treatment Program (STP; see Fabiano et al., 2014 for a review). The STP-PreK program is an 8-week program that is uniquely designed to promote successful transitions to kindergarten for preschool-aged children with or at-risk for ADHD. The STP-PreK has two main components 1) a child centered intervention focused on developing children’s behavioral, social-emotional, self-regulation, developmental, and academic preparedness for school; and 2) a PT intervention focused on promoting positive parenting and parental involvement in learning. Our 8-week program has demonstrated initial promise in promoting successful transitions to kindergarten over PT alone (Graziano & Hart, 2016). A 4-week version of the program has also demonstrated initial promise in promoting successful transitions to kindergarten for young children with ADHD from Head Start preschools (Hart et al., 2016). The goal of this study was to isolate the ideal length of the STP-PreK for improving children’s school readiness outcomes.
Forty-five children were randomized to one of three conditions: 1) 8-week STP-PreK; 2) 4-week STP-PreK; or 3) school year behavioral consultation only. There were no significant differences between the 8- and 4-week programs with regard to treatment satisfaction or attendance (child camp or PT; p > .05). Children receiving both 8- and 4-week interventions were better prepared for the start of kindergarten across domains (parent ratings of behavior problems, impairment, adaptive skills, and executive functioning) than children in the school consultation group (ps .05). No significant differences (p > .05) between groups on teacher measures of school readiness or on academic achievement were found. Interestingly, no significant differences were found between the 8- and 4- week groups on parent, teacher, or child measures. Six-month follow-up results will be presented along with implications of our findings for early intervention research.
Florida International University
Sunday, November 19
10:15 AM – 11:45 AM
The asset you are trying to access is locked. Please enter your access key to unlock.