Randomized Controlled Trial of a Peer-Delivered High School Preparatory Intervention for ADHD

Area of Science:

• Adolescent Psychology
• Neurodevelopmental Disorders
• Educational Interventions

Background:

• Adolescents with ADHD face academic and socioemotional challenges during high school transitions.
• Traditional ADHD interventions often struggle with adolescent engagement and resource limitations.
• Peer-delivered models offer a potential solution to enhance engagement and overcome resource shortages.

Purpose of the Study:

• To evaluate enhancements to the STRIPES peer-delivered intervention (STRIPES+) for adolescents with ADHD.
• To assess the feasibility, acceptability, and engagement of STRIPES+ compared to standard school services.
• To compare 1-year academic and socioemotional outcome trajectories between STRIPES+ and standard care.

Main Methods:

• A development trial randomized 72 ninth-grade students with ADHD to STRIPES+ or school services as usual (SSU).
• STRIPES+ included a peer-led orientation and parent training sessions, building upon the original STRIPES model.
• Engagement metrics were assessed, and 1-year outcome trajectories were analyzed using Linear Mixed Models.

Main Results:

• STRIPES+ demonstrated strong student and peer attendance, with high feasibility and acceptability.
• Significant improvements were observed in organization, daily planner use, and academic autonomy for STRIPES+ participants.
• STRIPES+ led to reduced parent academic assistance, though no immediate impact on primary academic or ADHD outcomes was found.

Conclusions:

• Peer interventionists can be an effective strategy for engaging adolescents with ADHD.
• STRIPES+ shows potential for fostering academic autonomy and a transfer of responsibility from parents to adolescents.
• Further evaluation is needed to determine the long-term impact of STRIPES+ on academic progress through high school.