Initiative Description: 2 consultation-based models to enhance the educational functioning of children with attention deficit hyperactivity disorder (ADHD): traditional data-based academic intervention, which consisted of interventions based on consultant-teacher collaboration, representing “consultation as usual,” or intensive data-based academic intervention, which consisted of interventions using a data-based decision-making model involving ongoing feedback to teachers.

Study Results: Statistically significant growth was indicated for raw and standard scores on WJ-III Reading Fluency.

Reference: Volpe, R. J., DuPaul, G. J., Jitendra, A. K., & Tresco, K. E. (2009). Consultation-Based Academic Interventions for Children With Attention Deficit Hyperactivity Disorder: Effects on Reading and Mathematics Outcomes at 1-Year Follow-up. School Psychology Review, 38(1), 5–13.

Level of Evidence: Very Good