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

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

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

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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 languageEnglish
Pages (from-to)293-304
Number of pages12
JournalJournal of Attention Disorders
Volume23
Issue number3
Early online date11 Jul 2016
DOIs
Publication statusPublished - 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.

FundersFunder number
Children’s Welfare Fund5930790
nederlandse stichting voor het gehandicapte kind20110028
Stichting Zonnige Jeugd
Weeshuis der Doopsgezinden

    Keywords

    • ADHD
    • behavioral treatment
    • contingency management
    • school
    • teacher

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