Multi-component training interventions such as the Challenging Horizons Program (CHP) improve organization skills and academic functioning of middle school students with attention-deficit/hyperactivity disorder (ADHD); however, few studies have investigated treatment for high school students. We explored the extent to which CHP adapted for high school would improve proximal (e.g., organization skills, homework performance) and distal (e.g., report card grades) academic outcomes through 6-month follow-up relative to a community care (CC) condition. Participants included 186 adolescents who were randomly assigned to CHP (n = 92; 80% male; M age = 15.0; SD = 0.8) or CC (n = 94; 78% male; M age = 15.1; SD = 0.9) with CHP delivered over one school year. Parent, teacher, and self-report ratings of organization skills and academic performance, report card grades, and achievement tests were collected across multiple occasions. Intent-to-treat analyses using hierarchical linear modeling revealed significant improvements of small to medium magnitude (d range = 0.32 to 0.58) for parent-rated organization skills, homework performance, and academic functioning at 6-month follow-up. CHP effect on grades was small, but associated with a less steep decline than that found for CC. No statistically significant effects on teacher or self-report ratings were obtained. CHP appears efficacious for ameliorating organization skills and homework performance deficits exhibited by high school students with ADHD and can protect against decline in report card grades experienced by these students. CHP may require supplementation with academic skills instruction for some students and may need implementation beyond one school year to produce durable effects.

挑战视野计划 (CHP) 等多成分培训干预措施可提高患有注意力缺陷/多动障碍 (ADHD) 的中学生的组织技能和学业能力；然而，很少有研究调查对高中生的治疗。我们通过与社区护理 (CC) 条件相关的 6 个月随访，探讨了 CHP 适应高中的程度将在多大程度上提高近端（例如，组织技能、家庭作业表现）和远端（例如，成绩单成绩）的学业成绩. 参与者包括 186 名被随机分配到 CHP（n  = 92；80% 男性；M年龄 = 15.0；SD  = 0.8）或 CC（n  = 94；78% 男性；M年龄 = 15.1；SD  = 0.9) 提供超过一学年的 CHP。在多个场合收集了家长、老师和自我报告对组织技能和学业成绩、成绩单成绩和成就测试的评分。使用分层线性模型的意向治疗分析显示，中小幅度（d范围 = 0.32 至 0.58）在 6 个月的随访中，家长评定的组织技能、家庭作业表现和学业功能。CHP 对等级的影响很小，但与 CC 相比下降幅度较小。没有获得对教师或自我报告评分的统计显着影响。CHP 似乎可以有效改善患有 ADHD 的高中学生表现出的组织技能和家庭作业表现缺陷，并且可以防止这些学生的成绩单成绩下降。CHP 可能需要为一些学生补充学术技能指导，并且可能需要在一学年之后实施才能产生持久的效果。