A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms. Issue 3 (February 2019)

• Record Type: Journal Article
• Authors: Veenman, Betty; Luman, Marjolein; Hoeksma, Jan; Pieterse, Karlijn; Oosterlaan, Jaap
• Is Part Of: Journal of attention disorders. Volume 23:Issue 3(2019)
• Page Start: 293
• Page End: 304
• Publication Date: 2019-02
• Subjects: contingency management -- behavioral treatment -- school -- teacher -- ADHD; Attention-deficit hyperactivity disorder -- Periodicals; Attention -- Periodicals; 616.8589
• DOI: 10.1177/1087054716658124
• Languages: English
• ISSNs: 1087-0547

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