TY - JOUR
T1 - Study protocol of a randomized trial of STRIPES
T2 - a schoolyear, peer-delivered high school intervention for students with ADHD
AU - Macphee, Fiona L.
AU - Brewer, Stephanie K.
AU - Sibley, Margaret H.
AU - Graziano, Paulo
AU - Raiker, Joseph S.
AU - Coxe, Stefany J.
AU - Martin, Pablo
AU - Van Dreel, Shauntal J.
AU - Rodriguez, Mercedes Ortiz
AU - Lyon, Aaron R.
AU - Page, Timothy F.
N1 - Publisher Copyright:
© 2023, BioMed Central Ltd., part of Springer Nature.
PY - 2023/12
Y1 - 2023/12
N2 - 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).
AB - 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).
KW - ADHD
KW - Attention-Deficit/Hyperactivity disorder
KW - Psychotherapy
UR - http://www.scopus.com/inward/record.url?scp=85169759178&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85169759178&partnerID=8YFLogxK
U2 - 10.1186/s40359-023-01291-3
DO - 10.1186/s40359-023-01291-3
M3 - Article
C2 - 37670368
AN - SCOPUS:85169759178
SN - 2050-7283
VL - 11
JO - BMC Psychology
JF - BMC Psychology
IS - 1
M1 - 268
ER -