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

Betty Veenman; Marjolein Luman; Jan Hoeksma; Karlijn Pieterse; Jaap Oosterlaan

doi:10.1177/1087054716658124

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 Journal › Article › Academic › peer-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 language	English
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	https://doi.org/10.1177/1087054716658124
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
Children’s Welfare Fund	5930790
nederlandse stichting voor het gehandicapte kind	20110028
Stichting Zonnige Jeugd
Weeshuis der Doopsgezinden

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

ADHD
behavioral treatment
contingency management
school
teacher

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10.1177/1087054716658124

A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD SymptomsFinal published version, 442 KBLicence: Article 25fa Dutch Copyright Act

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Cite this

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AU - Pieterse, Karlijn

AU - Oosterlaan, Jaap

PY - 2019/2/1

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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.

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KW - contingency management

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

Abstract

Funding

UN SDGs

Keywords

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