Supporting teens' academic needs daily (STAND): A parent-adolescent collaborative intervention for ADHD
Sibley, Margaret Harper
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Objective: Behavior therapy is one of two evidence-based treatments for ADHD—the other being stimulant medication. However, there are only a handful of studies of behavioral treatment for ADHD in adolescents (Smith, Waschbusch, Willoughby, & Evans, 2000). Supporting Teens' Academic Needs Daily (STAND) is a parent-adolescent collaborative academic intervention for adolescents with ADHD that can be delivered in clinic, school, and community settings. This study evaluates the feasibility, acceptability, and preliminary efficacy of STAND. Method: Seventy-four male and female middle school students with ADHD and diverse ethnic backgrounds were randomly assigned to STAND or a TAU control group. Participants were evaluated at baseline and post-treatment assessments. Results: Results suggest that STAND can be implemented by even beginner therapists with high treatment fidelity, is accessible to and popular with families, and leads to significant treatment effects in areas of academics and disruptive behavior disorder symptoms. Conclusions: The future of STAND as an academic intervention for adolescents with ADHD is discussed, as well as general implications for behavioral treatment delivery to ADHD adolescents. KEYWORDS: ADHD, adolescents, behavioral treatment, families.