# A Peer-Delivered High School Preparatory Intervention for Students with ADHD

> **NIH NIH R34** · SEATTLE CHILDREN'S HOSPITAL · 2020 · $197,942

## Abstract

Project Summary
The proposed study will adapt and test a low resource school-based intervention to prepare students with
ADHD for the transition to high school—a point of vulnerability for youth with ADHD (Kent et al., 2011). The
resulting intervention will be delivered as a peer-delivered orientation to high school (1-2 weeks for 4 hours a
day) with weekly peer-delivered support during the first 16 weeks of the ninth grade year. Intervention
development will involve scaling down an intensive Summer Treatment Program for adolescents with ADHD
(Sibley et al., 2018), using its core components (i.e., daily skills training and repetition, parent coaching in
contingency management, engaging recreational activities) to bolster a promising peer-delivered school-based
intervention for ninth graders with ADHD (i.e., STRIPES; Sibley et al., under review). The resulting intervention
(summer STRIPES) will target three mechanisms that are critical markers of high school success: (a) intrinsic
motivation, (b) extrinsic motivation, and (c) executive functions (EFs). Y01, will use a stakeholder informed
process to iteratively adapt the intervention with input from two partnering high schools (i.e., administrators,
counselors, teachers, parents, students) and content experts (Sibley, Langberg, Sasser, Aaronson). Two
manuals that are individualized for each school will emerge. A total of 72 rising ninth grade students with
ADHD will be recruited in Y02 and Y03 (36 per year; 18 per school) from two high schools randomly assigned
(within school) to receive summer STRIPES or enhanced school services as usual (SSU plus). A project
school mental health specialist will be engaged to train a school staff summer STRIPES sponsor at each
school, who will oversee training and supervision peer interventionists with support from investigators. Peer
interventionists will receive a three-day training and weekly supervision. Study assessments will occur at
baseline and three follow-up points throughout the ninth grade year. To test the intervention’s preliminary
effectiveness, the study will examine treatment effects on GPA, class attendance, and disciplinary incidents.
Preliminary effectiveness will also be measured through indices of engagement (parent, adolescent, peer
attendance, ratings of satisfaction, perceived utility, and therapeutic alliance) and school fit (treatment fidelity,
peer attitudes toward treatment). To detect whether therapeutic mechanisms (intrinsic motivation, extrinsic
motivation, EFs) are engaged by summer STRIPES, we will test for group differences on multi-method indices
of these mechanisms, as well as the extent to which hypothesized mechanisms affect meaningful change on
study outcomes. This project represents the first attempt to utilize a peer-delivered model for ADHD
intervention in a high school orientation context. If summer STRIPES participants show meaningful
improvements in functioning and engagement and school fit are strong, an R01 will be ...

## Key facts

- **NIH application ID:** 9925035
- **Project number:** 1R34MH122225-01
- **Recipient organization:** SEATTLE CHILDREN'S HOSPITAL
- **Principal Investigator:** Margaret Harper Sibley
- **Activity code:** R34 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $197,942
- **Award type:** 1
- **Project period:** 2020-08-01 → 2023-07-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/9925035

## Citation

> US National Institutes of Health, RePORTER application 9925035, A Peer-Delivered High School Preparatory Intervention for Students with ADHD (1R34MH122225-01). Retrieved via AI Analytics 2026-05-21 from https://api.ai-analytics.org/grant/nih/9925035. Licensed CC0.

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