The Relationship between Treatment Integrity and Acceptability of Reading Interventions for Children with Attention-Deficit/Hyperactivity Disorder.

TY - JOUR

T1 - The Relationship between Treatment Integrity and Acceptability of Reading Interventions for Children with Attention-Deficit/Hyperactivity Disorder.

AU - Mautone, Jennifer A.

AU - DuPaul, George J.

AU - Jitendra, Asha K.

AU - Tresco, Katy E.

AU - Junod, Rosemary Vile

AU - Volpe, Robert J.

N1 - This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for Attention-Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers.

PY - 2009/12/1

Y1 - 2009/12/1

UR - https://eric.ed.gov/?id=EJ867120

U2 - 10.1002/pits.20434

DO - 10.1002/pits.20434

M3 - Article

VL - 46

JO - Psychology in the Schools

JF - Psychology in the Schools

ER -