Adolescents with Attention-deficit/hyperactivity disorder (ADHD) often experience impairment in academic functioning in the school and home environment. Because of this, many school- and clinic-based interventions have been developed to target these problems. Initially, clinic-based interventions were mainly used; however, these interventions were associated with many barriers to care, such as lack of transportation, financial resources, and time. Therefore, school-based interventions were developed to address these barriers. However, there has been minimal research evaluating the role of social determinants of health on the efficacy of school-based interventions. In a sample of 222 adolescents with ADHD randomly assigned to receive either a skills-based treatment or contingency management-based treatment, the present study explored the overall and differential impact of social determinants of health, namely income, maternal education, single parent status, and race, on intervention efficacy. Findings revealed a main effect of single parent status, race, and income on school grades and parent and teacher ratings of academic functioning, but no differential effects of these social determinants of health. Further, this study found that social determinants of health matter for school-based interventions and should be acknowledged as integral parts of improving and maintaining the quality of treatment for adolescents with ADHD.
| Identifer | oai:union.ndltd.org:vcu.edu/oai:scholarscompass.vcu.edu:etd-6850 |
| Date | 01 January 2019 |
| Creators | Green, Cathrin D |
| Publisher | VCU Scholars Compass |
| Source Sets | Virginia Commonwealth University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | © The Author |
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