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4. A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms

Author

Veenman, Betty, Luman, Marjolein, Hoeksma, Jan, Pieterse, Karlijn, Oosterlaan, Jaap, Veenman, Betty, Luman, Marjolein, Hoeksma, Jan, Pieterse, Karlijn, and Oosterlaan, Jaap

Abstract

Objective: This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs. Method: Primary school children with ADHD symptoms (N = 114) were randomly assigned to the PR program (n = 58) or control group (n = 56). Teacher and parent ratings were used to assess behavioral, social, and emotional functioning at baseline, during and after the intervention. Intervention effects were assessed using intention-to-treat multilevel analyses. Results: Teachers reported positive effects on ADHD symptoms and social skills (.01 < f2 >.36). Effects did not generalize to the home setting. Conclusion: The PR program holds promise for improving classroom behavior in children with ADHD symptoms and might prevent escalation of problem behavior.

Published
2019
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9. A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms.

Author

Veenman B, Luman M, Hoeksma J, Pieterse K, and Oosterlaan J

Subjects
Attention Deficit Disorder with Hyperactivity psychology, Child, Emotions, Female, Humans, Male, Parents, Schools, Surveys and Questionnaires, Treatment Outcome, Attention Deficit Disorder with Hyperactivity therapy, Behavior Therapy methods, Problem Behavior psychology, Social Skills, Students psychology
Abstract

Objective: This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs., Method: Primary school children with ADHD symptoms ( N = 114) were randomly assigned to the PR program ( n = 58) or control group ( n = 56). Teacher and parent ratings were used to assess behavioral, social, and emotional functioning at baseline, during and after the intervention. Intervention effects were assessed using intention-to-treat multilevel analyses., Results: Teachers reported positive effects on ADHD symptoms and social skills (.01 < f 2 > .36). Effects did not generalize to the home setting., Conclusion: The PR program holds promise for improving classroom behavior in children with ADHD symptoms and might prevent escalation of problem behavior.

Published
2019
Full Text
View/download PDF

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