Cost-Effectiveness of a Training Intervention for Adolescents with ADHD.
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| Title: | Cost-Effectiveness of a Training Intervention for Adolescents with ADHD. |
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| Authors: | Margherio, Samantha M. (AUTHOR), Evans, Steven W. (AUTHOR), Monopoli, W. John (AUTHOR), Langberg, Joshua M. (AUTHOR) |
| Source: | Journal of Clinical Child & Adolescent Psychology. Nov/Dec2023, Vol. 52 Issue 6, p819-833. 15p. |
| Subjects: | Youth with attention-deficit hyperactivity disorder, Attention-deficit hyperactivity disorder, Cost effectiveness, Grade point average, Cost analysis, Teenagers, Mentoring |
| Abstract: | The aim of this study was to examine the costs and cost-effectiveness of a school-based training intervention delivered at varying levels of intensity with adolescents with attention-deficit/hyperactivity disorder (ADHD). Costs were examined in relation to post-treatment and 6-month follow-up effects of the Challenging Horizons Program (CHP), a training intervention for adolescents with ADHD. A total of 326 middle-school students (71% male; 77% White) with ADHD were randomized to an after-school version of the CHP (CHP-AS), a less-intensive mentoring version (CHP-M), or routine community care. Detailed time logs were maintained throughout the study and were used to estimate costs associated with each condition. Student grade point average (GPA) and parent-rated ADHD symptoms and organization skills were collected at post-treatment and 6-month follow-up. The cost analysis revealed that CHP-AS was more costly per student than CHP-M, both in terms of overall costs and direct expenses to the school. However, CHP-AS was less costly per hour of intervention provided to the youth than CHP-M. Incremental cost-effectiveness ratios revealed that CHP-M may be the more cost-effective option for post-treatment effects, yet CHP-AS may be the more cost-effective option in the long term for sustained gains in organization skills and GPA. This study provides stakeholders important information to make decisions regarding allocation of finite monetary resources to meet their prioritized goals. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The aim of this study was to examine the costs and cost-effectiveness of a school-based training intervention delivered at varying levels of intensity with adolescents with attention-deficit/hyperactivity disorder (ADHD). Costs were examined in relation to post-treatment and 6-month follow-up effects of the Challenging Horizons Program (CHP), a training intervention for adolescents with ADHD. A total of 326 middle-school students (71% male; 77% White) with ADHD were randomized to an after-school version of the CHP (CHP-AS), a less-intensive mentoring version (CHP-M), or routine community care. Detailed time logs were maintained throughout the study and were used to estimate costs associated with each condition. Student grade point average (GPA) and parent-rated ADHD symptoms and organization skills were collected at post-treatment and 6-month follow-up. The cost analysis revealed that CHP-AS was more costly per student than CHP-M, both in terms of overall costs and direct expenses to the school. However, CHP-AS was less costly per hour of intervention provided to the youth than CHP-M. Incremental cost-effectiveness ratios revealed that CHP-M may be the more cost-effective option for post-treatment effects, yet CHP-AS may be the more cost-effective option in the long term for sustained gains in organization skills and GPA. This study provides stakeholders important information to make decisions regarding allocation of finite monetary resources to meet their prioritized goals. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15374416 |
| DOI: | 10.1080/15374416.2021.1875323 |
