Graduation Year


Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts



Reader 1

Theodore Bartholomew

Reader 2

Patricia Smiley


Attention-deficit/hyperactivity disorder (ADHD) and experiences of trauma are very prevalent in childhood. Research has shown that children with ADHD and children exhibiting responses to trauma share similar symptoms and that trauma screening does not always occur during the process of diagnosing ADHD. However, little research has examined the effectiveness of trauma-informed interventions as a way to support children who are displaying ADHD-like symptoms as a result of trauma exposure. The present research will examine how students that have been diagnosed with ADHD and have experienced trauma respond to bi-weekly trauma-informed interventions over the course of a school year in comparison to students who continue to receive only their ADHD treatment. It is expected that there will be a main effect of both time and condition (intervention or no intervention) and that there will be a significant interaction between condition and time, such that students receiving the trauma-informed intervention will make greater progress in their behavior and affect regulation over time. This research is important, as trauma has harmful long term-outcomes without adequate treatment. Students experiencing trauma may go unnoticed due to their symptoms presenting similarly to those of ADHD. Through research that brings increased awareness to the effectiveness of trauma-informed interventions, more students may gain access to the support and care they need.

This thesis is restricted to the Claremont Colleges current faculty, students, and staff.