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The relationship between treatment integrity and acceptability of reading interventions for children with Attention-Deficit/Hyperactivity Disorder.

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Title: The relationship between treatment integrity and acceptability of reading interventions for children with Attention-Deficit/Hyperactivity Disorder.
Authors: Mautone, Jennifer A., DuPaul, George J., Jitendra, Asha K., Tresco, Katy E., Junod, Rosemary Vile, Volpe, Robert J.
Source: Psychology in the Schools. Dec2009, Vol. 46 Issue 10, p919-931. 13p. 1 Chart.
Subjects: Attention-deficit hyperactivity disorder, Treatment of behavior disorders in children, Special education research, Special education teachers, Individualized reading instruction, Basal reading instruction, Reading (Early childhood), Remedial reading teaching, Reading intervention, Reading strategies
Abstract: This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for Attention-Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data-driven consultation (IDAI) or generic, menu-based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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
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  Data: The relationship between treatment integrity and acceptability of reading interventions for children with Attention-Deficit/Hyperactivity Disorder.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Dec2009, Vol. 46 Issue 10, p919-931. 13p. 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+behavior+disorders+in+children%22">Treatment of behavior disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+research%22">Special education research</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+reading+instruction%22">Individualized reading instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Basal+reading+instruction%22">Basal reading instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Early+childhood%29%22">Reading (Early childhood)</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+reading+teaching%22">Remedial reading teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink>
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  Data: This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for Attention-Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data-driven consultation (IDAI) or generic, menu-based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Individualized reading instruction
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              Text: Dec2009
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