| The purpose of the study was to evaluate the efficacy of a strategy training program in improving academic skills of elementary students diagnosed with Combined Type Attention Deficit Hyperactivity Disorder (AD/HD, CT). Academic skills were defined in relation to an array of strategies in areas of organizational abilities, homework routines, study patterns, attentional awareness, plan implementation, and task completion. The control condition involved a group oriented social skills intervention (n = 10). The experimental condition involved an individualized academic strategy intervention (n = 10). Participants in both interventions were taking psychostimulant medications before and during the course of the study. Comparisons were made within and between groups, from pre to post intervention phases, over an eight week period. Quantitative data were collected from the BASC-Monitor, Academic Problems (AP) and Internalizing Problem (IP) Subscales (parent and teacher forms); Academic Performance Rating Scale (APRS), Academic Performance Subscale (AP); and four subscales of the Diagnostic Checklist of School Success (DCSS). Qualitative data were derived from a strategy questionnaire designed to monitor academic strategy development. Mixed Model ANOVA analyses indicated no significant differences on the teacher forms of the BASC-Monitor or on the APRS. Significant differences were noted on the parent form of the BASC-Monitor, AP Subscale, and on all subscales of the DCSS. Outcome effects articulated by the DCSS were supported by the qualitative themes which emerged from the strategy questionnaires. Implications were explored for use of a strategy training program to enhance effects of medication upon academic strategy development of school-aged children with AD/HD, CT. |
