Attention-deficit hyperactivity disorder (ADHD) affects between 7% and 11% of US school-aged
children.
Children from families with fewer financial resources often face barriers to accessing these treatments.
Attention-Deficit/Hyperactivity Disorder (ADHD) affects approximately 7–11% of U.S. school-aged children and can significantly impact academic achievement, social relationships, and overall well-being. Evidence-based treatments—such as teacher- and parent-mediated behavior management combined with clinician-led child skills training—are most effective when coordinated across home and school settings.
However, children from families with fewer financial resources often face barriers to accessing these treatments. Schools serving these communities frequently report limited staff, time, and infrastructure, while families encounter logistical challenges such as transportation, childcare, and work schedules.
The Collaborative Life Skills Program (CLS) is a proven school-based intervention for children in grades 2–5 with ADHD. It integrates teacher- and parent-led strategies with provider-led child skills training, coordinated by school mental health providers. Clinical trials have demonstrated CLS’s effectiveness in improving ADHD symptoms and academic, social, and behavioral functioning. Yet, schools with limited resources often struggle to implement CLS consistently.
To address these challenges, this project will develop and test an adaptation of CLS that integrates mobile health technology (CLS-M). By leveraging technology, CLS-M aims to make ADHD treatment easier to implement, more efficient, and accessible for schools in all communities. This approach will streamline communication among teachers, parents, and providers, reduce logistical barriers, and improve treatment fidelity. Ultimately, this research seeks to ensure that all children—regardless of their family’s resources—can access effective ADHD treatments that help them thrive academically and socially.
In a recent SDSU HealthLINK Center-funded project, we studied water in the Tijuana River and Estuary over two years. Using advanced testing methods, we found:
Existing ADHD programs are often applied inconsistently in schools with fewer resources.
Technology is already widely used by teachers and parents for communication and learning.
There is strong interest among school staff and families in using technology to make ADHD treatment more efficient.
A conceptual model and prototype for a mobile health-supported CLS program have been created, showing promise for improving implementation.
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Creating lasting impact for border communities and beyond
By integrating mobile health technology into the Collaborative Life Skills Program (CLS-M), schools can deliver evidence-based ADHD treatment more efficiently, even with limited resources.
Children from all communities will have greater access to interventions that improve academic, social, and behavioral functioning.
Technology will streamline communication between teachers, parents, and providers, making it easier to coordinate care and monitor progress.
The project's findings will inform future adaptations for rural schools and other resource-limited settings, creating a model that can be scaled nationally.
Associate Professor of Psychology, Department of Psychology