Reaching "The Other Half": Teacher Referral Increases Inclusivity in Intervention Research for Neurodivergent School-Age Children.
Saved in:
| Title: | Reaching "The Other Half": Teacher Referral Increases Inclusivity in Intervention Research for Neurodivergent School-Age Children. |
|---|---|
| Authors: | Troxel, Mary (AUTHOR), Kraper, Catherine (AUTHOR), Verbalis, Alyssa (AUTHOR), Safer-Lichtenstein, Jonathan (AUTHOR), Seese, Sydney (AUTHOR), Ratto, Allison (AUTHOR), Myrick, Yetta (AUTHOR), Armour, A. Chelsea (AUTHOR), Pugliese, Cara E. (AUTHOR), Strang, John F. (AUTHOR), Ba, Caroline (AUTHOR), Martucci, Jillian (AUTHOR), Biel, Matthew G. (AUTHOR), Jackson, Vivian (AUTHOR), Hardy, Kristina K. (AUTHOR), Mandell, David (AUTHOR), Goode, Tawara D. (AUTHOR), Anthony, Bruno J. (AUTHOR), Kenworthy, Lauren (AUTHOR), Anthony, Laura Gutermuth (AUTHOR) |
| Source: | Journal of Clinical Child & Adolescent Psychology. Sep/Oct2025, Vol. 54 Issue 5, p578-591. 14p. |
| Subjects: | Attention-deficit hyperactivity disorder, Autism, Autistic children, Executive function, Student recruitment, Business referrals, Participation, Clinical trials |
| Abstract: | Objective: Researchers employed two recruitment strategies in a school-based comparative effectiveness trial for students with a diagnosis of attention-deficit/hyperactivity disorder (ADHD) or autism. This study assessed the: 1) effectiveness of school-based referrals for identifying students meeting diagnostic criteria and 2) impact of eliminating requirements for existing diagnoses on recruitment, sample characteristics, and intervention response. Method: Autistic students and students with ADHD in schools serving underresourced communities were recruited for an executive functioning (EF) intervention trial over 2 years. In Year 1, school staff nominated students with previous diagnoses. In Year 2, school staff nominated students demonstrating EF challenges associated with ADHD or autism; previous diagnosis was not required. Study staff then confirmed diagnoses. Results: More students were included in Year 2 (N = 106) than Year 1 (N = 37). In Year 2, 96% of students referred by school staff met diagnostic criteria for ADHD or autism, 53% of whom were not previously diagnosed. Newly identified students were less likely than previously diagnosed students to be receiving services and, for those with ADHD, were more likely to speak primarily Spanish at home. Previously diagnosed and newly identified students did not differ on other demographic variables or intervention response. Caregivers of previously diagnosed students reported more symptoms than caregivers of newly identified students for both diagnostic groups. Previously diagnosed students with ADHD had more researcher-rated symptoms than newly identified students. Conclusions: Recruitment for an intervention study using behavior-based referrals from school staff enhanced enrollment without compromising the sample's diagnostic integrity and engaged children who otherwise would have been excluded. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Clinical Child & Adolescent Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Objective: Researchers employed two recruitment strategies in a school-based comparative effectiveness trial for students with a diagnosis of attention-deficit/hyperactivity disorder (ADHD) or autism. This study assessed the: 1) effectiveness of school-based referrals for identifying students meeting diagnostic criteria and 2) impact of eliminating requirements for existing diagnoses on recruitment, sample characteristics, and intervention response. Method: Autistic students and students with ADHD in schools serving underresourced communities were recruited for an executive functioning (EF) intervention trial over 2 years. In Year 1, school staff nominated students with previous diagnoses. In Year 2, school staff nominated students demonstrating EF challenges associated with ADHD or autism; previous diagnosis was not required. Study staff then confirmed diagnoses. Results: More students were included in Year 2 (N = 106) than Year 1 (N = 37). In Year 2, 96% of students referred by school staff met diagnostic criteria for ADHD or autism, 53% of whom were not previously diagnosed. Newly identified students were less likely than previously diagnosed students to be receiving services and, for those with ADHD, were more likely to speak primarily Spanish at home. Previously diagnosed and newly identified students did not differ on other demographic variables or intervention response. Caregivers of previously diagnosed students reported more symptoms than caregivers of newly identified students for both diagnostic groups. Previously diagnosed students with ADHD had more researcher-rated symptoms than newly identified students. Conclusions: Recruitment for an intervention study using behavior-based referrals from school staff enhanced enrollment without compromising the sample's diagnostic integrity and engaged children who otherwise would have been excluded. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15374416 |
| DOI: | 10.1080/15374416.2024.2303723 |
