Children with ADHD have significant difficulties with social skill application (e.g., waiting turn, interpreting social cues). Behavioral treatments to promote social skills, such as the Summer Treatment Program (STP), incorporate daily social skills training with systematic opportunities to apply skills as part of peer group interactions. Recreational periods are particularly well-suited for examining these behaviors, as social skills are essential during game play. The current study examined undesirable behaviors during board games and explored underlying factors (e.g., inhibitory control, sensitivity to reinforcement) that may contribute to undesirable behaviors during play. Twenty-eight children with ADHD participated in the current cross-over design study. At baseline, children completed a task of inhibitory control and their parents rated their child's sensitivity to reinforcement. During the STP, children played competitive or cooperative board games, when taking either stimulant medication or placebo, in small groups of 3-4 children across 20 days. Undesirable behaviors were recorded during game play. Overall, medication use reduced rule violations, poor sportsmanship, and other behaviors. Only cooperative board games decreased teasing behavior. There was a reward x game interaction, such that those with higher reward sensitivity exhibited more poor sportsmanship during competitive games. Collectively, these findings suggest that stimulant medication attenuates undesirable peer interactions during board game play, cooperative board games may decrease teasing relative to competitive games, and the board game setting may be a potential avenue to better understand and address peer interactions in children with ADHD.

OBJECTIVE:Daily report cards (DRC) are an effective approach for improving behavior in children with attention-deficit/hyperactivity disorder (ADHD). Recently, they have been used to address behavioral goals that are commonly documented in individualized education programs for children with ADHD receiving special education supports. METHOD:The present study evaluated a DRC, established and supported by research study consultants, based on special education (i.e., individualized education program [IEP]) goals and objectives. The sample included 213 students (grades kindergarten to seventh) with ADHD enrolled in a randomized, controlled trial that compared the DRC with school as usual. RESULTS:Results indicated that children with ADHD who had the DRC intervention significantly reduced the frequency of classroom rule violations, and teachers rated reductions in ADHD symptoms and in functional impairment. There were no significant differences between groups for the teacher ratings of academic performance or improvement in meeting special education goals. IEP quality (i.e., alignment between identified needs and goals) was a significant moderator of outcomes, with children who had lower quality IEPs being better supported by the DRC intervention. CONCLUSIONS:Overall, the DRC appears to be a viable approach for positively supporting children with ADHD who are receiving special education supports in schools, particularly for improving behavior in the classroom. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The impact of attention-deficit/hyperactivity (ADHD) disorder results in significant challenges in academic, behavioral, and social domains, necessitating targeted interventions. Although a substantial number of students with ADHD receive individualized education programs (IEPs), little is known about the most common accommodations and interventions included, and there is a dearth of research examining the alignment of these programs with the student's specific areas of functional deficit. This current mixed-method study analyzes IEPs of 209 students with ADHD in kindergarten through seventh grade, revealing strong alignment in goals and support for academic areas. However, significant gaps existed in addressing social, emotional, and behavioral difficulties, with fewer than half of the students having measurable goals for these areas. Regional and grade level differences in IEP content underscore the need for standardized approaches.Impact StatementThis study sheds light on the content and alignment of IEPs for students with ADHD, revealing strengths in academic goal alignment but gaps in addressing social, emotional, and behavioral needs. It calls for improved alignment between present levels of performance and annual goals/supportive accommodations and interventions for students with ADHD. These findings underscore the need for comprehensive support systems to address the diverse needs of students with ADHD and promote their long-term success.

Children with ADHD may be treated in school settings with positive behavior supports, academic accommodations (eg, extra time on assignments), or pharmacologic interventions; however, little is known about how these approaches are combined in common practice, and whether there are any candidate moderators of treatment use that should be explored in further research. The present study explored whether perceived psychosocial impairment impacted likelihood of medication treatment use, a decision of particular interest because it is typically made outside the direct purview of the school. Participants (N = 214) were enrolled in a larger clinical trial comparing a behavioral intervention to business as usual for students with ADHD in special education. The present study focuses on baseline ratings completed by parents and teachers prior to the initiation of the clinical trial activities. Parents and teachers completed the Impairment Rating Scale ( IRS; Fabiano et al, 2006 ) to reflect impaired functioning across major life domains, as well as overall, and parents also reported current information on medication use for ADHD. In the present analysis, the overall item completed by the parent and teacher was used. Results indicated that there was no significant difference in teacher ratings on the IRS for children receiving medication treatment (M = 4.25; SD = 1.54) and those who were not (M = 4.31; SD = 1.47) (p > .05). In contrast, there was a significant difference on parent IRS ratings for children receiving medication for ADHD (M = 4.50; SD = 1.47) and those who were not (M = 3.83; SD = 1.52) (p < .05). These results suggest that it is possible that parent perceptions of the severity of a child’s academic impairment may be a contributor to the decision to add pharmacological treatment. Due to the exploratory nature of these results, and the inability to infer causality, future research in this area is warranted.

ObjectivesAs individuals with ADHD move to young adulthood, the morning and evening times of day increase in importance for evaluation of symptoms, impairment, and functional outcomes. We aim to describe the difference in daily ADHD symptoms between transitional-aged youth and young adults with and without pre-existing ADHD diagnoses.MethodsA total of 60 individuals were enrolled in a 14-day study in which 30 of them were diagnosed with ADHD and 30 did not have ADHD. Participants provided self-reports of ADHD symptoms and impairment using ecological momentary assessments administered each morning and each evening. Participants also identified a collateral who could provide daily ratings of the participant during the same time period. Additionally, driving data were passively collected during the same assessment time periods.ResultsWe performed secondary analyses on previously collected descriptive data from an observational study assessing self and collateral ratings of ADHD symptoms and impairment during the morning and evening. These analyses reveal that transitional-aged youth and young adults with ADHD engage in a greater variety of activities in the morning and evening, than do age-matched peers without ADHD. Similarly, those with ADHD were found to drive a car a greater distance during these periods of time, and to take more discrete trips.ConclusionsUsing a system of self and collateral reporting previously found reliable, we found that individuals with ADHD engaged in a greater number of activities in the morning and evening than individuals without ADHD. This has particular implications for the pharmacologic treatment of such individuals, who may engage in activity for which attention is critical (eg, driving) at times of the day for which traditionally prescribed stimulant treatment may not be active. Future work might explore the extent to which some of these differences may be ameliorated by appropriately timed medication.ADHD, TREAT, STIM ObjectivesAs individuals with ADHD move to young adulthood, the morning and evening times of day increase in importance for evaluation of symptoms, impairment, and functional outcomes. We aim to describe the difference in daily ADHD symptoms between transitional-aged youth and young adults with and without pre-existing ADHD diagnoses. As individuals with ADHD move to young adulthood, the morning and evening times of day increase in importance for evaluation of symptoms, impairment, and functional outcomes. We aim to describe the difference in daily ADHD symptoms between transitional-aged youth and young adults with and without pre-existing ADHD diagnoses. MethodsA total of 60 individuals were enrolled in a 14-day study in which 30 of them were diagnosed with ADHD and 30 did not have ADHD. Participants provided self-reports of ADHD symptoms and impairment using ecological momentary assessments administered each morning and each evening. Participants also identified a collateral who could provide daily ratings of the participant during the same time period. Additionally, driving data were passively collected during the same assessment time periods. A total of 60 individuals were enrolled in a 14-day study in which 30 of them were diagnosed with ADHD and 30 did not have ADHD. Participants provided self-reports of ADHD symptoms and impairment using ecological momentary assessments administered each morning and each evening. Participants also identified a collateral who could provide daily ratings of the participant during the same time period. Additionally, driving data were passively collected during the same assessment time periods. ResultsWe performed secondary analyses on previously collected descriptive data from an observational study assessing self and collateral ratings of ADHD symptoms and impairment during the morning and evening. These analyses reveal that transitional-aged youth and young adults with ADHD engage in a greater variety of activities in the morning and evening, than do age-matched peers without ADHD. Similarly, those with ADHD were found to drive a car a greater distance during these periods of time, and to take more discrete trips. We performed secondary analyses on previously collected descriptive data from an observational study assessing self and collateral ratings of ADHD symptoms and impairment during the morning and evening. These analyses reveal that transitional-aged youth and young adults with ADHD engage in a greater variety of activities in the morning and evening, than do age-matched peers without ADHD. Similarly, those with ADHD were found to drive a car a greater distance during these periods of time, and to take more discrete trips. ConclusionsUsing a system of self and collateral reporting previously found reliable, we found that individuals with ADHD engaged in a greater number of activities in the morning and evening than individuals without ADHD. This has particular implications for the pharmacologic treatment of such individuals, who may engage in activity for which attention is critical (eg, driving) at times of the day for which traditionally prescribed stimulant treatment may not be active. Future work might explore the extent to which some of these differences may be ameliorated by appropriately timed medication.ADHD, TREAT, STIM Using a system of self and collateral reporting previously found reliable, we found that individuals with ADHD engaged in a greater number of activities in the morning and evening than individuals without ADHD. This has particular implications for the pharmacologic treatment of such individuals, who may engage in activity for which attention is critical (eg, driving) at times of the day for which traditionally prescribed stimulant treatment may not be active. Future work might explore the extent to which some of these differences may be ameliorated by appropriately timed medication.

As individuals with ADHD move to young adulthood, the morning and evening times become of increased importance. Sixty individuals were enrolled in a 14-day study (30 with ADHD and 30 did not have ADHD). Participants provided self-reports of ADHD symptoms and impairment using ecological momentary assessments administered each morning and each evening. Participants also identified a collateral who could provide daily ratings of the participant during the same time. Driving data were also passively collected. Results indicated differences in self and collateral ratings of ADHD symptoms and impairment, with greater symptom endorsement and reports of impairment for the individuals with ADHD. Self-report indicated greater endorsement in the evening, relative to the morning, for individuals with ADHD. Collateral report did not interact with time of day. Passive evaluation of driving performance was not significantly different. Results indicate young adult ADHD symptoms and impairment can be reliably assessed in the morning/evening. Public Health Significance Evidence of ADHD symptoms and impairments were documented in the morning and evening hours for individuals diagnosed with ADHD. These results illustrate additional areas in need of attention in the refinement of treatments for adults with ADHD.

Engaging male caregivers within school settings is a major need within the educational field. Paternal engagement may be particularly important for children with attention-deficit/hyperactivity disorder (ADHD). Children with ADHD have increased risk for a number of poor educational outcomes, which may be attenuated by the benefits of positive male caregiver involvement. The Coaching Our Acting Out Children: Heightening Essential Skills (COACHES) program has been illustrated to be an effective approach for engaging, retaining, and improving the parenting of male caregivers of children with ADHD in clinical settings. The present study reports on the efficacy of the COACHES in Schools program, an adaptation intended for deployment in elementary school settings. Sixty-one male caregivers were randomly assigned to COACHES in Schools or a waitlist control. Results indicated that male caregivers in COACHES in Schools used significantly more praise and less negative talk in a parent-child activity relative to male caregivers in the waitlist control at post-treatment and one-month follow-up. Distal outcomes related to child behavior at home and at school were not significantly different. Implications of the results for future studies and continued efforts to engage male caregivers within school settings are discussed.

There is nationwide concern that the abrupt transition to remote instruction in response to the Coronavirus disease (COVID-19) pandemic will have detrimental impacts on student learning. As a uniquely vulnerable group within schools, students with disabilities like attention deficit hyperactivity disorder (ADHD) may be at enhanced risk for these negative outcomes. The present study features a unique examination of achievement scores, collected for two Cohorts (2018-2019, 2019-2020) of students with ADHD. By collecting achievement data in both the fall and spring for each Cohort, direct comparisons between changes in achievement for Cohort One (2018-2019) can be made to those in Cohort Two (2019-2020). Analyses summarized remote learning practices, within-group changes in achievement data over time for Cohort Two, and between-group differences in score changes over time for Cohorts One and Two. Teachers used a variety of remote learning approaches, including videoconferencing and independently completed assignments. Student achievement scores in both Cohorts significantly improved from fall to spring. No significant differences were found in score growth between the Cohorts, indicating that the move to remote instruction did not have a differentially negative impact on Cohort Two. Implications focus on the promise of well-delivered remote instruction, and the need to examine individual factors (such as poor internet access) that may exacerbate the risk of students with disabilities receiving remote instruction. (PsycInfo Database Record (c) 2021 APA, all rights reserved).