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Comparing treatments for children with ADHD and word reading difficulties

Title: Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.
Name(s): Tamm, Leanne, author
Denton, Carolyn A, author
Epstein, Jeffery N, author
Schatschneider, Christopher, author
Taylor, Heather, author
Arnold, L Eugene, author
Bukstein, Oscar, author
Anixt, Julia, author
Koshy, Anson, author
Newman, Nicholas C, author
Maltinsky, Jan, author
Brinson, Patricia, author
Loren, Richard E A, author
Prasad, Mary R, author
Ewing-Cobbs, Linda, author
Vaughn, Aaron, author
Type of Resource: text
Genre: Journal Article
Date Issued: 2017-05-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest. Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading. Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record
Identifier: FSU_pmch_28333510 (IID), 10.1037/ccp0000170 (DOI), PMC5398920 (PMCID), 28333510 (RID), 28333510 (EID), 2017-13225-001 (PII)
Grant Number: R01 HD060617
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Subject(s): African Americans
Attention Deficit Disorder with Hyperactivity/complications
Attention Deficit Disorder with Hyperactivity/drug therapy
Attention Deficit Disorder with Hyperactivity/therapy
Central Nervous System Stimulants/therapeutic use
Combined Modality Therapy
Impulsive Behavior
Patient Compliance
Treatment Outcome
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Journal of consulting and clinical psychology.
Issue: iss. 5, vol. 85

Choose the citation style.
Tamm, L., Denton, C. A., Epstein, J. N., Schatschneider, C., Taylor, H., Arnold, L. E., … Vaughn, A. (2017). Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial. Journal Of Consulting And Clinical Psychology. Retrieved from