Study protocol of a randomised trial of Summer STRIPES: a peer-delivered high school preparatory intervention for students with ADHD

IntroductionHigh schoolers with attention-deficit/hyperactivity disorder (ADHD) experience substantial impairments, particularly in the school setting. However, very few high school students with ADHD receive evidence-based interventions for their difficulties. We aim to improve access to care by adapting evidence-based psychosocial intervention components to a low-resource and novel school-based intervention model, Summer STRIPES (Students Taking Responsibility and Initiative through Peer Enhanced Support). Summer STRIPES is a brief peer-delivered summer orientation to high school with continued peer-delivered sessions during ninth grade.Methods and analysisParticipants will be 72 rising ninth grade students with ADHD who are randomised to receive either Summer STRIPES or school services as usual. Summer STRIPES will be delivered by 12 peer interventionists in a school setting. Outcomes will be measured at baseline, start of ninth grade, mid-ninth grade and end-of-ninth grade. At each assessment, self, parent and teacher measures will be obtained. We will test the effect of Summer STRIPES (compared with school services as usual) on ADHD symptoms and key mechanisms (intrinsic motivation, extrinsic motivation, executive functions) as well as key academic outcomes during the ninth-grade year (Grade Point Average (GPA), class attendance).Ethics and disseminationFindings will contribute to our understanding of how to improve access and utilisation of care for adolescents with ADHD. The protocol is approved by the institutional review board at Seattle Children’s Research Institute. The study results will be disseminated through publications in peer-reviewed journals and presentations at scientific conferences.Trials registration numberNCT04571320; pre-results.

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Nonmedical Use of Prescription Stimulants Among US High School Students to Help Study: Results From a National Survey

Journal of Pharmacy Practice ◽

10.1177/0897190018783887 ◽

2018 ◽

Vol 33 (1) ◽

pp. 38-47 ◽

Cited By ~ 5

Author(s):

Christian J. Teter ◽

Christopher G. DiRaimo ◽

Brady T. West ◽

Ty S. Schepis ◽

Sean Esteban McCabe

Keyword(s):

High School ◽

Academic Performance ◽

High School Students ◽

Binge Drinking ◽

High School Seniors ◽

National Study ◽

Grade Point ◽

Prescription Stimulants ◽

Study Results ◽

Nonmedical Use

Objective: Mixed findings exist regarding extent and efficacy of nonmedical use of prescription stimulants (NMUPS) for study enhancement (SE). This national study of US high school seniors examined NMUPS for SE and addressed risk/benefit questions: To what extent are students reporting NMUPS specifically for SE, and do these individuals demonstrate fewer problem behaviors and superior academic performance? Method: Total of 15 098 US students surveyed (2009-2015) and divided into 4 subgroups: (1) no past-year NMUPS (nonusers), (2) past-year NMUPS to help study (NMUPS-SE only), (3) past-year NMUPS for study/nonstudy motives (NMUPS-SE+ other), and (4) past-year NMUPS for nonstudy motives (NMUPS-nonSE only). Student characteristics (eg, grade point average [GPA]) and substance-related problems (eg, binge drinking) compared between subgroups. Results: Among students who reported past-year NMUPS (n = 781), 7.4% reported NMUPS-SE only, 40.9% NMUPS-SE+ other, and 51.7% NMUPS-nonSE only. Odds of binge drinking, cigarette smoking, marijuana, and opioid nonmedical use significantly higher among all NMUPS subgroups. GPAs significantly lower among subgroups reporting NMUPS nonstudy motives; did not differ between NMUPS-SE only and nonusers. Conclusions: 7% of US high school seniors engaged in NMUPS for SE only (0.4% total population). Findings indicate greater substance-related problems without superior academic performance among NMUPS-SE subgroups.

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A quantitative analysis of high school sports participation intensity and breadth : relationships with academic achievement in a rural Missouri high school

10.32469/10355/66956 ◽

2018 ◽

Author(s):

◽

Chad M. Lang

Keyword(s):

High School ◽

Academic Achievement ◽

Sport Participation ◽

Sport Activity ◽

School Setting ◽

Sports Participation ◽

Practical Significance ◽

Future Research ◽

Grade Point ◽

Achievement Data

The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Missouri high school. Recent research found high school-aged students in interscholastic activities were less likely to be multisport athletes than in previous decades. This decrease in multisport participation has occurred within the context of United States participation trends which demonstrated overall participation increases from 1989 to 2017 (Bell et al.,2016; Howard, 2017; Jayanthi, Pinkham, Dugas, Patrick, and LaBella, 2013; Moore, Murphey, Bandy, and Cooper, 2014). Since increased connectivity to school viaextracurricular school activities (ESAs) enhances social bonds associated with positive academic and behavioral outcomes, a reduction in participation intensity and/or breadth may exhibit deleterious effects to the academic and social development students experience in the school setting (Crosnoe, 2002; Eccles and Gootman, 2002; Hirschi,1969). Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school's archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two themes regarding sport participation, ACT, and grade-point average (GPA): a) Intensity demonstrated no statistical or practical significance to student achievement measured by ACT; however intensity of participation did share a statistically significant relationship to cumulative GPA (p less than .05) and b) an ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p less than .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and practically significant higher GPAs than two sport athletes. Utilizing these results suggested practical considerations for rural school administrators considering both the number of ESA sport offerings and the academic benefits ESAs multisport participation provide. Future research on ESA sport, activity, and non-activity participation related to academic outcomes is justified.

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COVID-19 Resulted in Lower Grades for Male High School Students and Students With ADHD

Journal of Attention Disorders ◽

10.1177/10870547211044211 ◽

2021 ◽

pp. 108705472110442

Author(s):

Rosanna Breaux ◽

Nicholas C. Dunn ◽

Joshua M. Langberg ◽

Caroline N. Cusick ◽

Melissa R. Dvorsky ◽

...

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

Low Income ◽

At Risk Students ◽

The United States ◽

Grade Point ◽

School Year ◽

Students With Adhd ◽

The Impact

Objective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020 to 2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019–2020 to 2020–2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019–2020 to 2020–2021 school year. ADHD status and biological sex significantly moderated change—students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students’ GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic.

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Relationships Among Perceived Stress, Bullying, Cortisol, and Depressive Symptoms in Ninth-Grade Adolescents

Biological Research For Nursing ◽

10.1177/1099800416656396 ◽

2016 ◽

Vol 19 (1) ◽

pp. 65-70 ◽

Cited By ~ 6

Author(s):

Susan G. Williams ◽

Anne Turner-Henson ◽

Sara Davis ◽

Heather C. Soistmann

Keyword(s):

High School ◽

Depressive Symptoms ◽

Perceived Stress ◽

Salivary Cortisol ◽

School Setting ◽

Biological Marker ◽

Ninth Grade ◽

Cross Sectional ◽

Convenience Sample ◽

Computer Based

Adolescence is considered a critical period for risk of depressive symptoms, with prevalence ranging from 13% to 34%. Few studies have examined the relationships among perceived stress, bullying, and depressive symptoms accompanied by a biological marker of stress (cortisol). The purpose of this pilot study was to determine the feasibility of collecting biological specimens in a high school setting, including a morning and afternoon sample of salivary cortisol as well as computer-based survey data in order to examine the relationships among these variables in ninth-grade adolescents. A convenience sample of 31 ninth-grade students from a Southern suburban high school participated in this cross-sectional, correlational study. Perceived stress contributed the most toward the variance in depressive symptoms ( F = 29.379, df = 1, p < .001, partial eta square [[Formula: see text]] = 0.583). Females ( n = 15) had higher depressive symptoms scores than males, n = 16; t(29) = −2.94, df = 29, p = .023. Bullying scores were low and not significantly correlated with depressive symptoms, but participants reported more verbal/relational bullying as compared to physical, cultural, or cyberbullying. Cortisol slopes were normal (a negative change) for 20 participants (64.5%), while 4 (12.9%) had a blunted cortisol slope (less than .01 μg/dl change from morning to afternoon) and 7 (22.36%) had an opposite cortisol slope (morning low and afternoon high). Data collection procedures (salivary cortisol and computer-based surveys) were feasible in a school setting. High rates of perceived stress and depressive symptoms warrant a larger study in the future.

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ACADEMICALLY AT-RISK HIGH SCHOOL

Journal of Global Engagement and Transformation ◽

10.52553/30001a ◽

2019 ◽

Vol 3 (1) ◽

Author(s):

Brad Grot ◽

Annette Abel ◽

Holly Abel

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

School Counselor ◽

School Setting ◽

School Students ◽

Risk Population ◽

Grade Point ◽

The Impact ◽

Academically At Risk

This investigation queried the phenomenological perspective of the school counselor within the high school setting. The counselors’ perspective was sought in this qualitative investigation to determine the impact of bullying on the academically at-risk population. The literature at present has neglected a population of high school students. The omitted population is the academically at-risk population. Researchers have identified many sub-populations of the “at risk” school category that traditionally included: culture, ethnicity, gender, race, religion, and sexual orientation. The academically at-risk student is another category and is inclusive of traditional “at risk” students. This population experiences (1) a grade point average below 2.0—C, (2) absenteeism more than 15 days in a 90-day semester and (3) behavioral issues that impact successful matriculation. At present, no research has been conducted about the academically at-risk high school student, and how bullying, contextually, impacts students, and how their counselors understand and perceive bullying.

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Evidence-Based Medicine and the Recognition and Treatment of Exertional Heat Stroke, Part II: A Perspective From the Clinical Athletic Trainer

Journal of Athletic Training ◽

10.4085/1062-6050-46.5.533 ◽

2011 ◽

Vol 46 (5) ◽

pp. 533-542 ◽

Cited By ~ 9

Author(s):

Stephanie M. Mazerolle ◽

Danielle E. Pinkus ◽

Douglas J. Casa ◽

Brendon P. McDermott ◽

Kelly D. Pagnotta ◽

...

Keyword(s):

High School ◽

Clinical Setting ◽

Cold Water ◽

Water Immersion ◽

Heat Stroke ◽

School Setting ◽

Cold Water Immersion ◽

Comfort Level ◽

Evidence Based ◽

Exertional Heat Stroke

Context: Exertional heat stroke (EHS) is one of the leading causes of death in athletes. Certified athletic trainers (ATs) demonstrate strong knowledge of recommended practices with EHS but are apprehensive in implementing 2 basic procedures: rectal temperature assessment and cold water immersion. This apprehension might lead to deaths from EHS that could have been prevented. Objective: To investigate why collegiate and high school ATs do not implement best practices for the recognition and treatment of EHS. Design: Qualitative study. Setting: In-person focus groups consisting of 3 to 6 collegiate or high school ATs. Patients or Other Participants: A total of 19 ATs (9 men, 10 women; age = 36 ± 10 years, length of certification = 12 ± 9 years) employed at either the collegiate (n = 10) or high school (n = 9) level participated in the study. Data Collection and Analysis: Interviews were transcribed verbatim, and data were analyzed using deductive data analysis. Peer review and multiple-analyst data triangulation were conducted to establish trustworthiness of the data. Results: Five emergent themes explained the lack of evidence-based practice (EBP) regarding recognition and treatment of EHS. Three themes (lack of knowledge, comfort level, lack of initiative) were common in both the collegiate and high school settings, and 2 separate themes (liability concerns, lack of resources) were present in the high school setting. Conclusions: Our findings are consistent with those in the literature on EBP and EHS. Regardless of clinical setting, ATs have basic information on recognition and treatment of EHS, but 5 themes act as barriers to implementing proper management in the clinical setting. Workshops or hands-on training sessions need to be made available to improve students' comfort levels so ATs will implement EBP into everyday settings.

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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