Article Text

Download PDFPDF
The Family-School Success intervention improves some family and educational outcomes in children with attention deficit hyperactivity disorder more than a control psychosocial intervention

Statistics from

Request Permissions

If you wish to reuse any or all of this article please use the link below which will take you to the Copyright Clearance Center’s RightsLink service. You will be able to get a quick price and instant permission to reuse the content in many different ways.


Question: Is the Family-School Success (FSS) intervention for children with attention deficit hyperactivity disorder (ADHD) and their families effective in improving family and educational functioning?

Patients: 199 school children in grades 2–6 with DSM-IV ADHD and their families.

Setting: One paediatric hospital's ADHD centre, USA.

Intervention: The FSS intervention versus the Coping with ADHD through Relationships and Education (CARE) intervention over 12 weeks. The weekly FSS sessions consisted of: six parent group meetings and simultaneous child group sessions; four sessions of individualised family therapy and two family-school consultations. FSS included homework interventions, a daily school report card and a structured parent–teachers problem-solving process. CARE aimed to support and educate parents and consisted of 11 group sessions and one family–school meeting.

Outcomes: Parent involvement in education (Parent as Educator Scale, PES; Parent–Teacher Involvement Questionnaire, PTIQ); homework performance (parent-rated Homework Problem Checklist, HPC—inattention/avoidance factor and poor productivity factor; Homework Performance Questionnaire—Teacher version, HPQ-T); parent-child interaction (Parent–Child Relationship Questionnaire, PCRQ); ADHD and oppositional defiant disorder (ODD) symptoms (Swanson, …

View Full Text


  • Sources of funding: US National Institute of Mental Health; US Department of Education.


  • Competing interests None.