Special topic

Abstract

Middle school students with attention deficit hyperactivity disorder (ADHD) often experience academic decline within each school year, characterized by deteriorating grades from the first grading period to the last. This study reexamines whether the Challenging Horizons Program-Consultation Model (CHP-C) effectively reduces or delays academic failure. Report card data for two groups of students with ADHD-one that received the CHP-C and a control group that did not-were compared on whether and when grade point averages fell below passing. Results suggest that the CHP-C significantly reduced or delayed the onset of failure experiences in both sixth and seventh grades, even after the influence of student IQ was held constant. Practical implications of these findings are discussed. © 2009 by the National Association of School Psychologists.