Many studies have investigated the effectiveness of school-based ADHD interventions at modifying different social, emotional and behavioural target outcomes. However, there is a lack of evidence about which targets stakeholders perceive to be most important. This study sought to obtain consensus on which outcomes are perceived to be most important. A total of 114 people with ADHD, educational professionals, parents of children with ADHD, clinicians and researchers participated in a Delphi survey with 3 rounds. The importance of 52 intervention targets was rated on a scale from 0 to 8 (8 being extremely important). Consensus was reached if >70% of a stakeholder group rated a target as between 6–8 and <15% rated it as 0–2. Targets were dropped from subsequent rounds if more than 50% of stakeholder groups rated it as 0–5. Targets that all four stakeholder groups reached consensus on in any round were automatically included in our final outcome set. Comments were analysed using Thematic Analysis. All four stakeholder groups reached consensus on the importance of seven targets: ability to pay attention, conflict with teachers and peers, executive functioning, global functioning and quality of life, inattention symptoms, organisation skills and self-esteem. Four overarching themes were identified: Complexity of ADHD, Relationships, School Context, and What ADHD means to me. School-based ADHD interventions should target outcomes identified as most important to those who stand to benefit from such interventions. Some outcomes prioritised by our participants have not yet been targeted in school-based ADHD interventions. Implications of our findings for intervention and research design are discussed.

许多研究调查了以学校为基础的ADHD干预措施在改变不同的社会，情感和行为目标结果方面的有效性。但是，缺乏证据表明利益相关者认为哪个目标最为重要。这项研究试图就认为哪些结果最为重要达成共识。共有114位多动症患者，教育专业人员，多动症儿童父母，临床医生和研究人员参加了3轮的德尔菲调查。52个干预目标的重要性从0到8进行了评分（8个极其重要）。如果超过70％的利益相关者组将目标定为6-8，而将<15％的目标定为0-2，则可以达成共识。如果超过50％的利益相关者群体将目标定为0-5，则从随后的回合中放弃目标。所有四个利益相关者团体在任何回合中都达成共识的目标自动包含在我们的最终结果集中。使用主题分析对评论进行了分析。所有四个利益相关者团体都对七个目标的重要性达成了共识：注意力的能力，与老师和同事的冲突，执行职能，全球职能和生活质量，注意力不集中的症状，组织技能和自尊。确定了四个总体主题：注意力不集中的症状，组织技巧和自尊心。确定了四个总体主题：注意力不集中的症状，组织技巧和自尊心。确定了四个总体主题：多动症的复杂性，人际关系，学校环境以及多动症对我意味着什么。基于学校的多动症干预措施应针对那些从那些受益于此类干预措施的人们中最重要的结果。我们的参与者优先考虑的某些结果尚未在基于学校的ADHD干预中作为目标。讨论了我们的发现对干预和研究设计的影响。