School psychologists have a variety of evidence-based interventions from which to choose when recommending classroom-based strategies for students with attention deficit hyperactivity disorder (ADHD); however, strategies frequently found on individualized education plans are accommodations designed to remove barriers to learning, which have limited empirical evidence. As such, the purpose of the current study was to compare the efficacy of three interventions (i.e., organization training, self-management, note-taking instruction) and three accommodations (i.e., organization support, extended time, copy of teacher notes) to address difficulties with organization and maintaining attention during a science lesson and associated independent practice. The study included 64 middle school students with ADHD randomized to either an intervention or an accommodation condition. The intervention group was further divided into two subgroups, consisting of (a) students who were willing to follow intervention procedures and (b) students who were not willing to follow the procedures (behavioral indicators of social validity). Results indicated that adolescents with ADHD in the intervention group were statistically significantly more likely to organize and maintain binder organization and to take complete and accurate notes than those in the accommodation group. In addition, exploratory analyses indicated that adolescents who demonstrated willingness to follow intervention procedures were more likely to be academically engaged during instruction and independent work and to complete independent work accurately than those who resisted the procedures.

在为注意力缺陷多动障碍 (ADHD) 学生推荐基于课堂的策略时，学校心理学家有多种循证干预措施可供选择；然而，个性化教育计划中常见的策略是旨在消除学习障碍的适应措施，其经验证据有限。因此，本研究的目的是比较三种干预措施（即组织培训、自我管理、笔记指导）和三种适应（即组织支持、延长时间、教师笔记副本）的效果。在科学课和相关的独立实践中解决组织和保持注意力的困难。该研究包括 64 名患有 ADHD 的中学生，他们被随机分配到干预或住宿条件中。干预组进一步分为两个亚组，包括（a）愿意遵循干预程序的学生和（b）不愿意遵循程序的学生（社会效度的行为指标）。结果表明，在统计学上，干预组中患有 ADHD 的青少年比住宿组中的青少年更有可能组织和维持活页夹组织以及做完整和准确的笔记。此外，