Effectiveness Study of a Behavioral Teacher Program Targeting ADHD Symptoms

VU University of Amsterdam

Status

Completed

Conditions

Attention Deficit Hyperactivity Disorder

Treatments

Behavioral: Behavioral Teacher Program

Study type

Interventional

Funder types

Other

Identifiers

NCT02518711

20110028 (Other Grant/Funding Number)

5930790 (Other Grant/Funding Number)

METc VUmc 2011/196

Details and patient eligibility

About

The goal of this study was to investigate the effectiveness of a behavioral teacher program addressing symptoms of Attention-Deficit Hyperactivity Disorder (ADHD) in the classroom.

Full description

Background:

Most behavioral teacher programs involve intensive and expensive teacher trainings by health care specialists, which may limit successful large-scale implementation. This behavioral program, on the contrary, involves a self-containing manual that does not require expert training in order to increase the likelihood of successful implementation (if proven effective). The aim was to investigate the program's effects on behavioral, socio-emotional and school functioning in primary school children.

Methods:

Children with ADHD symptoms were randomly assigned at school level to the intervention condition (receiving the program during 18 weeks) or control group (not receiving the program but who were allowed to receive care as usual).

Measures to assess program's effectiveness:

Strengths and Weaknesses of ADHD-symptoms and Normal Behavior,
Strengths and Difficulties Questionnaire
Social Skills Rating Scale
Spence Children's Anxiety Scale
Classroom Observation Code
Actigraphy
Sociometric measures (peer nomination and peer rating)
Dutch arithmetic test (Tempo-Test-Rekenen)
reading test (Drie-Minuten-Toets) and writing test (PI-dictee).

Additional measures:

Wechsler Intelligence Scale for Children (Block Design and Vocabulary; used to estimate IQ);
Sensitivity to Punishment and Sensitivity to Reward Questionnaire and several neuropsychological computer tasks

Enrollment

114 patients

Sex

All

Ages

6 to 13 years old

Volunteers

No Healthy Volunteers

Inclusion criteria

sub-threshold or clinical level of ADHD symptoms as observed by participant's teacher through the Dutch version of the Disruptive Behavior Disorders Rating Scale (Pelham, Gnagy, Greenslade, & Milich, 1992)
at least one clinical and three sub-threshold ADHD symptoms as measured by the Teacher Telephone Interview (Holmes et al., 2004), a semi-structured interview which is based on the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000)

Exclusion criteria

(medication) treatment for ADHD at study entry or in preceding 6 months;
neurological or severe physical condition
IQ < 80 based on a short version of the Wechsler Intelligence Scale for Children (Block Design and Vocabulary; Legerstee, van der Reijden-Lakeman, Lechner-van der Noort, & Ferdinand, 2004; Hrabok, Brooks, Fay-McClymont, & Sherman, 2014)
participant enrolled in a daily contingency management program or other teacher program targeting behavior or social problems at study entry or in the preceding month
Maximum of 2 children per classroom and 5 classrooms per school (in order to limit teachers' burden and increase heterogeneity of teacher and classroom settings)