Improving Team Collaboration in a School Program for Children with ADHD Ages 7 to 11

What this Trial Is About

Researchers are evaluating team-based strategies to improve the implementation and effectiveness of the Collaborative Life Skills Program CLS, a school-based intervention for children aged 7 to 11 years with ADHD. This Hybrid Type III cluster randomized trial involves 24 schools and aims to compare a team-enhanced CLS approach CLS-T with the standard CLS in improving both implementation quality and child outcomes. The study focuses on strengthening team trust, cohesion, communication, and coordination through tailored interventions like Team Charters, Student Handoff Protocols, and Team Performance Monitoring. Participants receive either the standard CLS intervention, which integrates teacher consultation, daily behavior report cards, parent training, and child skills training over 10 to 12 weeks, or the enhanced CLS-T approach that adds team development strategies to improve teamwork and intervention delivery. The study compares outcomes between schools using CLS-T and those using the standard CLS to see if the team-based enhancements lead to better implementation and child improvements. Throughout the study, participants are assessed for implementation fidelity, intervention adherence, and use of behavioral strategies via weekly and daily measures during the 3-month intervention. Child outcomes such as ADHD symptoms, academic and social functioning, and behavioral impairments are evaluated before, immediately after, and six months following the intervention. Additional qualitative focus groups and team communication data analysis are conducted to understand team processes and their effects on intervention success. The total participation period includes the intervention and a follow-up six months later.

Enhancing Team Effectiveness for a Collaborative School-based Intervention for ADHD