Abstract
Objective: This study assessed which moderators influenced the effectiveness of a low-intensive behavioral teacher program for children with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Methods: Primary school children (N = 114) with ADHD symptoms in the classroom were randomly assigned to the intervention program (n = 58; 91% male) or control group (n = 56; 77% male). Multilevel regression analyses assessed differential treatment gains of the intervention program in terms of ADHD symptoms and social skills. Moderators included demographic characteristics (gender, age, parental educational level), severity and comorbidity of problem behavior (ADHD symptoms, conduct and internalizing problems), social functioning, and classroom variables (teaching experience, class size). Results: Results revealed larger program effects for older children and children from highly educated families and smaller beneficial effects for children with comorbid conduct or anxiety problems. Conclusion: The intervention program seems more beneficial for highly educated families and children without comorbid problem behavior, but more intensive treatments appear necessary for children facing additional challenges.
| Original language | English |
|---|---|
| Article number | 298 |
| Pages (from-to) | 1-11 |
| Number of pages | 11 |
| Journal | Frontiers in Psychology |
| Volume | 9 |
| Issue number | March |
| DOIs | |
| Publication status | Published - 13 Mar 2018 |
Fingerprint
Keywords
- ADHD
- Behavioral program
- Effectiveness
- Moderators
- Teacher
Cite this
}
Moderators influencing the effectiveness of a behavioral teacher program. / Veenman, Betty; Luman, Marjolein; Oosterlaan, Jaap.
In: Frontiers in Psychology, Vol. 9, No. March, 298, 13.03.2018, p. 1-11.Research output: Contribution to Journal › Article › Academic › peer-review
TY - JOUR
T1 - Moderators influencing the effectiveness of a behavioral teacher program
AU - Veenman, Betty
AU - Luman, Marjolein
AU - Oosterlaan, Jaap
PY - 2018/3/13
Y1 - 2018/3/13
N2 - Objective: This study assessed which moderators influenced the effectiveness of a low-intensive behavioral teacher program for children with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Methods: Primary school children (N = 114) with ADHD symptoms in the classroom were randomly assigned to the intervention program (n = 58; 91% male) or control group (n = 56; 77% male). Multilevel regression analyses assessed differential treatment gains of the intervention program in terms of ADHD symptoms and social skills. Moderators included demographic characteristics (gender, age, parental educational level), severity and comorbidity of problem behavior (ADHD symptoms, conduct and internalizing problems), social functioning, and classroom variables (teaching experience, class size). Results: Results revealed larger program effects for older children and children from highly educated families and smaller beneficial effects for children with comorbid conduct or anxiety problems. Conclusion: The intervention program seems more beneficial for highly educated families and children without comorbid problem behavior, but more intensive treatments appear necessary for children facing additional challenges.
AB - Objective: This study assessed which moderators influenced the effectiveness of a low-intensive behavioral teacher program for children with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). Methods: Primary school children (N = 114) with ADHD symptoms in the classroom were randomly assigned to the intervention program (n = 58; 91% male) or control group (n = 56; 77% male). Multilevel regression analyses assessed differential treatment gains of the intervention program in terms of ADHD symptoms and social skills. Moderators included demographic characteristics (gender, age, parental educational level), severity and comorbidity of problem behavior (ADHD symptoms, conduct and internalizing problems), social functioning, and classroom variables (teaching experience, class size). Results: Results revealed larger program effects for older children and children from highly educated families and smaller beneficial effects for children with comorbid conduct or anxiety problems. Conclusion: The intervention program seems more beneficial for highly educated families and children without comorbid problem behavior, but more intensive treatments appear necessary for children facing additional challenges.
KW - ADHD
KW - Behavioral program
KW - Effectiveness
KW - Moderators
KW - Teacher
UR - http://www.scopus.com/inward/record.url?scp=85043985014&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85043985014&partnerID=8YFLogxK
U2 - 10.3389/fpsyg.2018.00298
DO - 10.3389/fpsyg.2018.00298
M3 - Article
VL - 9
SP - 1
EP - 11
JO - Frontiers in Psychology
JF - Frontiers in Psychology
SN - 1664-1078
IS - March
M1 - 298
ER -