Response to Intervention for Youth with Attention-Deficit/Hyperactivity Disorder: Incorporating an Evidence-Based Intervention Within a Multi-tiered Framework

• Published in: Handbook of School Mental Health pp. 399 - 411
• Main Authors: Vujnovic, Rebecca K., Holdaway, Alex S., Owens, Julie Sarno, Fabiano, Gregory A.
• Format: Book Chapter
• Language: English
• Published: Boston, MA Springer US 2014
• Series: Issues in Clinical Child Psychology
• Subjects: Academic Impairment; Behavioral Parent Training; Daily Report Card; Special Education Service; Target Behavior
• ISBN: 9781461476238; 1461476232
• ISSN: 1574-0471
• DOI: 10.1007/978-1-4614-7624-5_29

Response to Intervention (RTI) refers to a collection of practices aimed at the timely identification of student problems to enhance achievement and behavioral outcomes in a cost-effective manner. The purpose of this chapter is to demonstrate how evidence-based classroom interventions for youth with ADHD can be applied using the RTI framework. To achieve this goal, we focus our demonstration on the Daily Report Card (DRC) intervention (DRC; Kelley, 1990), as it is the most widely used and studied classroom intervention for ADHD (Pelham & Fabiano, 2008; Pelham, Wheeler, & Chronis, 1998). We provide an overview of RTI, discuss the association between ADHD and academic impairment that underscores the need for an RTI approach to services for these students, describe our rationale for selecting the DRC intervention as an exemplar intervention, demonstrate how the DRC can be applied using a three-tiered RTI approach, and conclude with ideas for future research.