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.
Original language | English |
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Pages (from-to) | 293-304 |
Number of pages | 12 |
Journal | Journal of Attention Disorders |
Volume | 23 |
Issue number | 3 |
Early online date | 11 Jul 2016 |
DOIs | |
Publication status | Published - 1 Feb 2019 |
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a number of charity organizations including Children’s Welfare Fund (Grant 5930790), Nederlandse Stichting voor het Gehandicapte Kind (Grant 20110028), Weeshuis der Doopsgezinden, and Stichting Zonnige Jeugd.
Funders | Funder number |
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Children’s Welfare Fund | 5930790 |
nederlandse stichting voor het gehandicapte kind | 20110028 |
Stichting Zonnige Jeugd | |
Weeshuis der Doopsgezinden |
Keywords
- ADHD
- behavioral treatment
- contingency management
- school
- teacher