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NCT06900673

Reducing Disparities in Access to Evidence-Based Services for Attention Deficit Hyperactivity Disorder (ADHD) Through Technology

Enrolling by Invitation
EARLY_PHASE1Ages 7+InterventionalTreatment
San Diego State University
~350 participants
Updated 2026-04-13 on ClinicalTrials.gov
What's tested:Collaborative Life Skills

At a glance

Recruiting sites
0 of 1 listed site is recruiting right now
RecruitingSuspended, closed, or not yet open
What they're measuring
Child and Adolescent Symptom Inventory-5
Measured over Screening, Baseline, the week after the end of the 8-week intervention, and follow-up approximately 2 months after the subsequent school year starts.
+4 more outcomes measured

Conditions

Control Condition
Intervention Condition

Explore related trials

Attention Deficit Hyperactivity Disorder

Where it's being run

1 sites across 1 states
California1

Study leadership

  • Miguel Villodas, PhD · PRINCIPAL_INVESTIGATOR · Department of Psychology, College of Sciences, San Diego State University
  • Linda Pfiffner, PhD · PRINCIPAL_INVESTIGATOR · Department of Psychiatry, School of Medicine, University of California San Francisco

Who to contact

This trial hasn't published a contact. View it on ClinicalTrials.gov

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Eligibility criteria

Inclusion

Participants in study must be be teachers, parents of children with ADHD, and school mental health providers.
Students will be identified by school staff and administrators, with whom the investigators have existing relationships.
Caregivers/parents will be included if their students are:
Enrolled full-time in a participating elementary schools.
In a mainstream classroom for the majority of the school day
In 2nd- 5th grade
Are eligible for free or reduced lunch
Parents must also live with the identified child.

Exclusion

Significant visual impairment
Significant hearing impairment
Severe language delay
Psychosis
Pervasive developmental disorder
Global intellectual impairment.

What this trial measures

  • Child and Adolescent Symptom Inventory-5Screening, Baseline, the week after the end of the 8-week intervention, and follow-up approximately 2 months after the subsequent school year starts.

    Parents and teachers will complete the Child and Adolescent Symptom Inventory-5 , which includes 78 items assessing DSM-5 symptoms of ADHD, ODD, CD, Mood, and Anxiety. It has demonstrated adequate reliability (rs = .66-.78) and internal consistency (αs = .90-.94).

  • Children's Organizational Skills ScalesScreening, Baseline, the week after the end of the 8-week intervention, and follow-up approximately 2 months after the subsequent school year starts.

    Parents and teachers will complete the Children's Organizational Skills Scales (COSS), which includes subscales assessing organizational skills, management of materials/supplies, and task planning skills (parent = 58 items, teacher = 35 items), with items rated on a 4-point scale. The parent and teacher versions both have excellent internal consistency (αs = .98 and .97, respectively), test-retest reliability (rs = .99 and .94, respectively), and evidence of structural, convergent, and discriminant validity.

  • Impairment Rating ScaleScreening, Baseline, the week after the end of the 8-week intervention, and follow-up approximately 2 months after the subsequent school year starts.

    Parents and teachers will report about students' functioning (e.g., academic, behavioral, peer, etc.) on the Impairment Rating Scale using a 6-point scale (0 = "needs no treatment" to 6 = "definitely requires treatment") with a rating greater than 2 suggests significant impairment requiring intervention.

  • Homework Problems ChecklistScreening, Baseline, the week after the end of the 8-week intervention, and follow-up approximately 2 months after the subsequent school year starts.

    Parents will complete the Homework Problems Checklist which consists of 20 items rated on a 4-point scale and has evidence of excellent internal consistency (α = .90-.92) to assess child problems related to homework.

  • Academic Competency Evaluation ScaleScreening, Baseline, the week after the end of the 8-week intervention, and follow-up approximately 2 months after the subsequent school year starts.

    Teachers will complete the Academic Enablers scale of the Academic Competency Evaluation Scale, which measures behaviors that support adaptive learning in the classroom. This subscale demonstrates excellent psychometric properties, including high test-retest reliability (r = .96) and internal consistency (α = .98) for children in grades 3-5.