Abstract: Background The treatment of attention deficit hyperactivity disorder （ADHD） emphasizes multi-model treatment. For now there is no long-term comprehensive intervention method with the medical-family-school cooperation model in China. Objective To evaluate the improvement effects of the medical-school-family cooperation model on core symptoms and learning and life function at home and school of ADHD patients. Design Non-randomized controlled study. Methods Children with ADHD attending medical-family-school cooperation project (age range 6-10) were selected as the intervention group. The control group matched by the ratio of 1:2 consisted of ADHD outpatients from the Department of Psychology in Children's Hospital of Fudan University. During the 4-month duration of the program, all patients were allowed to receive treatment as usual at their own clinics. Main outcome measures Changes in the scores of Chinese version of SNAP-Ⅳ scale-parent (inattention, hyperactivity/impulsivity and oppositional score). Results Children with ADHD (n=27) in the medical-school-family treatment group did not differ from those in the control group (n=54) in age, pre-intervention drug using rate, parental age, education level of mother, family income, SNAP and WFIRS-P scores before treatment, but diffrences were significant in intelligence quotient. The scores of three subdomain of SNAP-Ⅳ scale decreased by 2 points at least from baseline to the end of treatment in medical-family-school cooperative model intervention group. After the intervention in control group, SNAP-Ⅳ inattention and hyperactivity/impulsivity scores declined by two points at least. Statistically significant differences were obtained in oppositional and total scores. There was no significant difference in the Weiss scores between the two groups before and after treatment, and the difference is close to significance in life skill scores. The scores of three subdomains of SNAP-Ⅳ scale declined by two points at least both in medical-school-family treatment subgroups of no-medication (n=10) and medication (n=11). There was no significant difference in the reduced scores between two subgroups. WFIRS-P scores decreased in the subgroup of no-medication in both two groups, and there was a statistically significant difference between them in the school domain. The medical-family-school cooperation model intervention group showed improved executive functions except shift function with a statistically significant difference. Conclusion The medical-family-school cooperation model could reduce ADHD core symptoms, and improve executive functions.

Key words: Attention deficit hyperactivity disorder, The medical-family-school cooperative model, Intervention