This study investigated patterns of response to intervention in children with co-occurring attention-deficit/hyperactivity disorder (ADHD) and reading difficulties (RD), who participated in a randomized clinical trial examining the efficacy of reading intervention, ADHD treatment, or combined treatments. Growth Mixture Modeling (GMM) was used to investigate trajectories of parent and teacher academic impairment ratings and child oral reading fluency, and whether trajectories were predicted by pre-treatment covariates (ADHD severity, reading achievement, phonemic awareness, rapid letter naming, anxiety, oppositional defiant disorder), for 216 children with ADHD/RD in 2^nd-5^th grade (61.1% male; 72.2% African American; 8.8 ± 1.3 years of age). GMM revealed three trajectories for academic impairment (6.9–24.2% stable, 23.7–78.7% moderately improving, and 14.1–52.1% steeply improving) and oral reading fluency (20.8% low improving, 42.1% moderate improving, and 37.1% high improving). Children in the reading intervention were more likely to be in the stable or moderately improving trajectory than those in the ADHD and combined treatments, who were more likely to be in the steeply improving trajectory for academic impairment. Relative to the ADHD intervention, children in the reading intervention were more likely to be in the high improving trajectory than the moderate or low improving trajectory for oral reading fluency. Children without comorbid anxiety and with better reading skills showed a more positive treatment response for teacher-rated academic progress and oral reading fluency. Results highlight the importance of examining individual differences in response to reading and ADHD interventions. Intervention modality predicted differences in parent/teacher ratings of academic progress as well as reading fluency.

本研究调查了同时患有注意力缺陷/多动障碍 (ADHD) 和阅读困难 (RD) 的儿童对干预的反应模式，这些儿童参加了一项随机临床试验，检查阅读干预、ADHD 治疗或联合治疗的效果。生长混合模型（GMM）用于调查家长和教师学业障碍评级和儿童口语阅读流畅性的轨迹，以及是否通过治疗前协变量（ADHD 严重程度、阅读成绩、音素意识、快速字母命名、焦虑、对立违抗性障碍），针对 216 名 2^年级-5^年级患有 ADHD/RD 的儿童（61.1% 男性；72.2% 非洲裔美国人；8.8 ± 1.3 岁）。GMM 显示了学业障碍（6.9-24.2% 稳定、23.7-78.7% 中度改善、14.1-52.1% 急剧改善）和口语阅读流畅度（20.8% 低度改善、42.1% 中度改善、37.1% 高度改善）的三个轨迹。 。接受阅读干预的儿童比接受多动症和联合治疗的儿童更有可能处于稳定或适度改善的轨迹，后者更有可能处于学业障碍急剧改善的轨迹。相对于 ADHD 干预，阅读干预中的儿童更有可能处于口语阅读流利度的高改善轨迹，而不是中等或低改善轨迹。没有共病焦虑且阅读能力较好的儿童对教师评价的学业进步和口语阅读流利度表现出更积极的治疗反应。结果强调了检查个体差异对阅读和多动症干预措施的反应的重要性。干预方式预测了家长/老师对学业进步和阅读流畅度的评分差异。