A Peer-Delivered Intervention for High School Students With Impairing ADHD Symptoms

Abstract

This study evaluates a peer-delivered intervention for high school students with impairing attention deficit hyperactivity disorder (ADHD) symptoms targeting organization, time management, and planning (OTP) and motivation (Students Taking Responsibility and Initiative through Peer Enhanced Support; STRIPES). A mixed methods open trial (Study 1; N = 18) and parallel group randomized controlled trial (Study 2; N = 72) were conducted to examine acceptability, target mechanisms, student outcomes, population fit, and feasibility. Study 1 established acceptability for STRIPES delivered after school but identified forgetfulness and competing social activities as population-specific implementation barriers. In Study 2, three schools employed unique implementation strategies and results varied. An elective pullout model engaging 12th grade peer interventionists under teacher supervision demonstrated good fidelity, attendance, and population fit and significant between-group differences in book bag organization (d = 1.11), academic motivation (d = 0.85 to 2.05), and class attendance (d = 1.47) over time compared to control. When implementation strategy demonstrates population fit, STRIPES shows promise for preventing declining school engagement across ninth grade.

Keywords:

• ADHD
• high school
• intervention

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150433 to the Florida International University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Notes on contributors

Margaret H. Sibley

Margaret H. Sibley, Ph.D., is an Associate Professor of Psychiatry & Behavioral Sciences at the University of Washington School of Medicine. She conducts research on ADHD in adolescence and young adulthood at the Seattle Children’s Hospital Center for Child Health, Behavior, and Development. She is also an Associate Professor of Psychiatry & Behavioral Health at Florida International University in the Herbert Wertheim College of Medicine.

Candace Morley

Candance Morley, MSW, is a project coordinator and school mental health specialist at Florida International University.

Lourdes Rodriguez

Lourdes Rodriguez, MS, is a project coordinator and school mental health specialist at Florida International University.

Stefany J. Coxe

Stefany J. Coxe, Ph.D., is a quantitative psychologist who serves as Associate Professor of Psychology at Florida International University. She conducts research on quantitative methods for clinical trials and non-parametric statistics.

Steven W. Evans

Steven W. Evans, Ph.D., is a Professor of Psychology at Ohio University and Co-Director of the Ohio University Center for Intervention Research in Schools. His research focuses on school-based interventions for adolescents with ADHD.

Sarah Morsink

Sarah Morsink, Ph.D., is a research Associate at Katholieke Universiteit Leuven in Leuven, Belgium, and specializes in research on motivation and ADHD.

Frank Torres

Frank Torres, MA, is a Transformational Math Coach for Miami–Dade County Public Schools. He is a member of Teach for America and specializes in math teacher development.