TY - JOUR
T1 - A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms
AU - Veenman, Betty
AU - Luman, Marjolein
AU - Hoeksma, Jan
AU - Pieterse, Karlijn
AU - Oosterlaan, Jaap
PY - 2019/2/1
Y1 - 2019/2/1
N2 - 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.
AB - 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.
KW - ADHD
KW - behavioral treatment
KW - contingency management
KW - school
KW - teacher
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U2 - 10.1177/1087054716658124
DO - 10.1177/1087054716658124
M3 - Article
AN - SCOPUS:85022331738
SN - 1087-0547
VL - 23
SP - 293
EP - 304
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 3
ER -
