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首页> 外文期刊>Journal of the American Academy of Child and Adolescent Psychiatry >Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment
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Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment

机译：合作学校家庭干预对关注缺陷/多动障碍症状和损伤的持续影响

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摘要

Objectives: The Collaborative Life Skills (CLS) program is a school-home intervention for students with attention-deficit/hyperactivity disorder (ADHD) symptoms and impairment. CLS integrates school, parent, and student treatments followed by booster sessions during a maintenance period into the subsequent school year. The program is delivered by school-based mental health providers. Beneficial post-treatment effects have been documented. This study evaluated the effects of CLS after the maintenance period in the subsequent school year.
机译：目的：协同生活技能（CLS）计划是学校家庭干预，对学生进行关注缺陷/多动障碍（ADHD）症状和损伤。 CLS将学校，父母和学生治疗融入，然后在维护期间进入后续学年。 该计划由校本的心理健康提供者提供。 已记录有益的后处理效果。 本研究评估了CLS在随后的学年维持期后的影响。

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