Attention Deficit Hyperactivity Disorder Symptoms
Conditions
Keywords
Attention Deficit Hyperactivity Disorder, Positive Behavior Management, Positive Behavioral Interventions and Supports, Behavioral Classroom Management, Inattentive, Hyperactive, Impulsive
Brief summary
The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.
Detailed description
Schools are an accessible and ecologically valid setting for children with hyperactivity, inattentive, or impulsive behaviors to receive evidence-based interventions to reduce symptoms and improve functioning. Behavioral classroom management interventions are well-established treatments for elementary-school age children with, but they can often be challenging for teachers to use. It is therefore important to develop and test implementation strategies in promoting teachers' use of behavioral classroom management interventions and in improving child outcomes. The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.
Interventions
BEHAVIORALPositive Behavior Management Toolkit
The Positive Behavior Management Toolkit, or the implementation strategy resource package, is a set of resources provided to teachers in the intervention group that aims to support their use of positive behavior management practices in the classroom, particularly with students with hyperactive, inattentive, or impulsive behaviors.
Sponsors
National Institute of Mental Health (NIMH)
Children's Hospital of Philadelphia
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Intervention model description
Participating teachers, and the students nested within their classroom, are randomized to one of two conditions: implementation strategy resource package or support as usual.
Eligibility
Sex/Gender
ALL
Age
4 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Teachers: * A K-5 teacher at a participating school within the School District of Philadelphia * Teach at a participating school * Informed consent Children: * Is in a K-5 class of a participating teacher * Nominated for participation by the participating teacher * Identified by their participating teacher as displaying impairment related to inattention, hyperactivity or impulsivity * Informed consent and assent if appropriate Parents/Legal Guardians: * Parent or legal guardian of child * Identifies as familiar enough with the child to fill out measures about the child * Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study Caregivers: * Has been referred by the legal guardian as the primary caregiver that can more accurately complete the measures about the child * Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study
Exclusion criteria
Children: * Special education classification of 'intellectual disability' * Primary presenting concern of psychotic or autism spectrum disorders * Presents as in acute risk of harm to self or others, such that participation in the study is clinically inappropriate because they warrant more intensive intervention
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Feasibility of Research Procedures - Retention Rate | Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) | Percentage of participants who do not withdraw out of the number of enrolled and randomized teachers and students across conditions |
| Change in Caregiver-reported Child Functional Impairment | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Caregiver-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version; These 7 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 7 item scores (possible range: 1 through 5, where 1 is the best possible outcome). |
| Change in Teacher-reported Child Functional Impairment | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version; These 8 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 8 item scores (possible range: 1 through 5, where 5 is the best possible outcome). |
| Change in Academic Productivity | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported Academic Productivity subscale score of the Academic Performance Rating Scale (APRS). The Academic Productivity subscale includes 12 items, each rated on a 5-point Likert scale from 1 to 5. Four items are reverse scored, and the total score is computed as the average of the 12 items (possible range: 1 through 5, where 5 is the best possible outcome). |
| Change in Student-Teacher Relationship | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported total score on the Student-Teacher Relationship Scale - Short form, which consists of 15 items, rated on a 5-point scale (from 1 = Definitely does not apply to 5 = Definitely applies). Eight items are reverse score, and then the total score is computed as the average of the 15 item scores (possible range: 1 through 5, where 5 is the best possible outcome). |
| Feasibility of Research Procedures - Recruitment Numbers | Baseline | Number of teachers and students enrolled in the study |
| Feasibility of Research Procedures - Response Rate | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Percentage of parent- and teacher- report surveys completed across timepoints and conditions out of the number of students enrolled and randomized. |
| Change in Observed Teacher Use of Behavioral Classroom Management Interventions | Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) | A member of the study will conduct classroom observations to measure fidelity of teacher use of the behavioral classroom management interventions. |
| Feasibility of Intervention Measure | Endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported total score on the Feasibility of Intervention Measure (FIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). |
| Acceptability of Intervention Measure (AIM) | Endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported total score on the Acceptability of Intervention Measure (AIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). |
| Intervention Appropriateness Measure (IAM) | Endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported total score on the Intervention Appropriateness Measure (IAM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Homework Performance | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Caregiver-reported student self-regulation factor on the Homework Performance Questionnaire - Parent Version for students in grades 1-5. The self-regulation factor consists of 9 items, each rated on a 4-point scale (0 = rarely/never, 1 = some of the time, 2 = most of the time, 3 = always/almost always). Four items are reverse scored, and then the self-regulation factor score is computed as the average of the 9 item scores (possible range: 0 through 3, where 3 is the best possible outcome). |
| Change in Caregiver-reported ADHD Symptoms | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Caregiver-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome). |
| Change in Teacher-reported ADHD Symptoms | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome). |
| Change in Academic Success | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported Academic Success subscale score of the Academic Performance rating Scale (APRS). The Academic Success subscale includes 7 items, each rated on a 5-point Likert scale from 1 to 5. One item is reverse scored, and the total score is computed as the average of the 7 items (possible range: 1 through 5, where 5 is the best possible outcome). |
| Change in Disruptive Direct Behavior Ratings | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher-reported ratings on the disruptive behavior domain of Direct Behavior Rating Multi-Item Scales, which consist of 5 items on a 6-point scale (from 0 = not a problem to 6 = serious problem). The total score is computed as the average of the 5 items (possible range: 0 through 6, where 0 is the best possible outcome). |
Other
| Measure | Time frame | Description |
|---|---|---|
| Potential Mediators of Teacher Implementation Outcomes | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Teacher self-reported measures of habits regarding their use of behavior-specific praise. This consists of 12 items on a 5-point Likert scale (from 1 = strongly disagree to 5 = strongly agree). The total score is the average of the 12 item scores (possible range: 1 through 5, where 5 is the best possible outcome). |
Countries
United States
Participant flow
Recruitment details
Teachers were recruited from participating schools, and children were recruited from participating classrooms after teachers enrolled.
Pre-assignment details
53 participants (20 teachers, 33 children) were randomly assigned to either the intervention group or the control group following consent and baseline data collection. The number shown in each group reflect unique participants (both teachers and children). The overall number of baseline participants reflect the total number of teachers and children in each arm (i.e., 11 teachers and 17 children in the Implementation Resource Package Group and 9 teachers and 16 children in the control group).
Participants by arm
| Arm | Count |
|---|---|
| Implementation Resource Package Group Teachers in this group will receive an implementation support package and receive support in using it within their classroom management practice. Also within the intervention group (experimental), will be students nested in the classrooms of the teachers that are assigned to the intervention group.
Positive Behavior Management Toolkit: The Positive Behavior Management Toolkit, or the implementation strategy resource package, is a set of resources provided to teachers in the intervention group that aims to support their use of positive behavior management practices in the classroom, particularly with students with hyperactive, inattentive, or impulsive behaviors. | 28 |
| Control Group Within the control group (no intervention), teachers in this group will not receive the implementation support package nor extra support during the study period. They will continue to receive implementation support as usual. Also within the control group (no intervention) will be students nested in the classrooms of the teachers that are assigned to the control group. | 25 |
| Total | 53 |
Withdrawals & dropouts
| Period | Reason | FG000 | FG001 |
|---|---|---|---|
| Overall Study | student left classroom | 0 | 1 |
| Overall Study | teacher left school | 0 | 2 |
Baseline characteristics
| Characteristic | Implementation Resource Package Group | Total | Control Group |
|---|---|---|---|
| Age, Categorical <=18 years | 0 Participants | 0 Participants | 0 Participants |
| Age, Categorical >=65 years | 0 Participants | 0 Participants | 0 Participants |
| Age, Categorical Between 18 and 65 years | 11 Participants | 20 Participants | 9 Participants |
| Age, Continuous | 9.2 years STANDARD_DEVIATION 1.6 | 9.3 years STANDARD_DEVIATION 1.7 | 9.3 years STANDARD_DEVIATION 1.8 |
| Ethnicity (NIH/OMB) Hispanic or Latino | 0 Participants | 8 Participants | 4 Participants |
| Ethnicity (NIH/OMB) Not Hispanic or Latino | 12 Participants | 20 Participants | 9 Participants |
| Ethnicity (NIH/OMB) Unknown or Not Reported | 1 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Asian | 1 Participants | 1 Participants | 0 Participants |
| Race (NIH/OMB) Black or African American | 10 Participants | 22 Participants | 12 Participants |
| Race (NIH/OMB) More than one race | 0 Participants | 1 Participants | 0 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) White | 4 Participants | 5 Participants | 1 Participants |
| Region of Enrollment United States | 28 participants | 53 participants | 25 participants |
| Sex: Female, Male Female | 10 Participants | 19 Participants | 9 Participants |
| Sex: Female, Male Male | 1 Participants | 1 Participants | 0 Participants |
| Sex/Gender, Customized Female | 5 Participants | 10 Participants | 5 Participants |
| Sex/Gender, Customized Male | 11 Participants | 21 Participants | 10 Participants |
| Sex/Gender, Customized Unknown | 1 Participants | 2 Participants | 1 Participants |
| Years teaching experience | 14.6 years STANDARD_DEVIATION 9.5 | 13.7 years STANDARD_DEVIATION 9.5 | 12.6 years STANDARD_DEVIATION 9.8 |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 28 | 0 / 25 |
| other Total, other adverse events | 0 / 28 | 0 / 25 |
| serious Total, serious adverse events | 0 / 28 | 0 / 25 |
Outcome results
Primary
Acceptability of Intervention Measure (AIM)
Teacher-reported total score on the Acceptability of Intervention Measure (AIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Endpoint (i.e, at least 8 weeks from resource package receipt)
Population: The analytic sample is the 11 teachers who were randomized to the Implementation Resource Package group.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Acceptability of Intervention Measure (AIM) | 4.54 score on a scale | Standard Deviation 0.51 |
Primary
Change in Academic Productivity
Teacher-reported Academic Productivity subscale score of the Academic Performance Rating Scale (APRS). The Academic Productivity subscale includes 12 items, each rated on a 5-point Likert scale from 1 to 5. Four items are reverse scored, and the total score is computed as the average of the 12 items (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Academic Productivity | .20 change score | Standard Deviation 0.38 |
| Control Group | Change in Academic Productivity | .17 change score | Standard Deviation 0.44 |
Primary
Change in Caregiver-reported Child Functional Impairment
Caregiver-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version; These 7 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 7 item scores (possible range: 1 through 5, where 1 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available parent-report data at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Caregiver-reported Child Functional Impairment | -.16 change score | Standard Deviation 0.48 |
| Control Group | Change in Caregiver-reported Child Functional Impairment | .09 change score | Standard Deviation 0.62 |
Primary
Change in Observed Teacher Use of Behavioral Classroom Management Interventions
A member of the study will conduct classroom observations to measure fidelity of teacher use of the behavioral classroom management interventions.
Time frame: Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt)
Population: This sample represents the number of teachers in each arm with non-missing baseline and endpoint classroom observation data.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Observed Teacher Use of Behavioral Classroom Management Interventions | 5.8 events per hour | Standard Deviation 11 |
| Control Group | Change in Observed Teacher Use of Behavioral Classroom Management Interventions | -.07 events per hour | Standard Deviation 1.9 |
Primary
Change in Student-Teacher Relationship
Teacher-reported total score on the Student-Teacher Relationship Scale - Short form, which consists of 15 items, rated on a 5-point scale (from 1 = Definitely does not apply to 5 = Definitely applies). Eight items are reverse score, and then the total score is computed as the average of the 15 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Student-Teacher Relationship | .46 change score | Standard Deviation 0.62 |
| Control Group | Change in Student-Teacher Relationship | .48 change score | Standard Deviation 0.81 |
Primary
Change in Teacher-reported Child Functional Impairment
Teacher-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version; These 8 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 8 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Teacher-reported Child Functional Impairment | -.22 change score | Standard Deviation 0.48 |
| Control Group | Change in Teacher-reported Child Functional Impairment | -.29 change score | Standard Deviation 0.61 |
Primary
Feasibility of Intervention Measure
Teacher-reported total score on the Feasibility of Intervention Measure (FIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Endpoint (i.e, at least 8 weeks from resource package receipt)
Population: The analytic sample is based on the 11 teachers randomized to the Implementation Resource Package group.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Feasibility of Intervention Measure | 4.52 score on a scale | Standard Deviation 0.47 |
Primary
Feasibility of Research Procedures - Recruitment Numbers
Number of teachers and students enrolled in the study
Time frame: Baseline
| Arm | Measure | Group | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|---|
| Implementation Resource Package Group | Feasibility of Research Procedures - Recruitment Numbers | Teachers | 11 Participants |
| Implementation Resource Package Group | Feasibility of Research Procedures - Recruitment Numbers | Students | 17 Participants |
| Control Group | Feasibility of Research Procedures - Recruitment Numbers | Teachers | 9 Participants |
| Control Group | Feasibility of Research Procedures - Recruitment Numbers | Students | 16 Participants |
Primary
Feasibility of Research Procedures - Response Rate
Percentage of parent- and teacher- report surveys completed across timepoints and conditions out of the number of students enrolled and randomized.
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis population is the number of students randomized in each arm.
| Arm | Measure | Value (NUMBER) |
|---|---|---|
| Implementation Resource Package Group | Feasibility of Research Procedures - Response Rate | 94.1 percentage of surveys received |
| Control Group | Feasibility of Research Procedures - Response Rate | 90.6 percentage of surveys received |
Primary
Feasibility of Research Procedures - Retention Rate
Percentage of participants who do not withdraw out of the number of enrolled and randomized teachers and students across conditions
Time frame: Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt)
| Arm | Measure | Value (NUMBER) |
|---|---|---|
| Implementation Resource Package Group | Feasibility of Research Procedures - Retention Rate | 100 percentage of participants |
| Control Group | Feasibility of Research Procedures - Retention Rate | 88 percentage of participants |
Primary
Intervention Appropriateness Measure (IAM)
Teacher-reported total score on the Intervention Appropriateness Measure (IAM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Endpoint (i.e, at least 8 weeks from resource package receipt)
Population: The analytic sample is the 11 teachers who were randomized to the Implementation Resource Package group.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Intervention Appropriateness Measure (IAM) | 4.48 score on a scale | Standard Deviation 0.56 |
Secondary
Change in Academic Success
Teacher-reported Academic Success subscale score of the Academic Performance rating Scale (APRS). The Academic Success subscale includes 7 items, each rated on a 5-point Likert scale from 1 to 5. One item is reverse scored, and the total score is computed as the average of the 7 items (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Academic Success | .27 change score | Standard Deviation 0.41 |
| Control Group | Change in Academic Success | .17 change score | Standard Deviation 0.42 |
Secondary
Change in Caregiver-reported ADHD Symptoms
Caregiver-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available parent-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Caregiver-reported ADHD Symptoms | -.04 change score | Standard Deviation 0.49 |
| Control Group | Change in Caregiver-reported ADHD Symptoms | .02 change score | Standard Deviation 0.35 |
Secondary
Change in Disruptive Direct Behavior Ratings
Teacher-reported ratings on the disruptive behavior domain of Direct Behavior Rating Multi-Item Scales, which consist of 5 items on a 6-point scale (from 0 = not a problem to 6 = serious problem). The total score is computed as the average of the 5 items (possible range: 0 through 6, where 0 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Disruptive Direct Behavior Ratings | -.90 change score | Standard Deviation 0.87 |
| Control Group | Change in Disruptive Direct Behavior Ratings | -.37 change score | Standard Deviation 1.63 |
Secondary
Change in Homework Performance
Caregiver-reported student self-regulation factor on the Homework Performance Questionnaire - Parent Version for students in grades 1-5. The self-regulation factor consists of 9 items, each rated on a 4-point scale (0 = rarely/never, 1 = some of the time, 2 = most of the time, 3 = always/almost always). Four items are reverse scored, and then the self-regulation factor score is computed as the average of the 9 item scores (possible range: 0 through 3, where 3 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available parent-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Homework Performance | .037 change score | Standard Deviation 0.49 |
| Control Group | Change in Homework Performance | .029 change score | Standard Deviation 0.51 |
Secondary
Change in Teacher-reported ADHD Symptoms
Teacher-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Change in Teacher-reported ADHD Symptoms | -.16 change score | Standard Deviation 0.36 |
| Control Group | Change in Teacher-reported ADHD Symptoms | -.15 change score | Standard Deviation 0.6 |
Other Pre-specified
Potential Mediators of Teacher Implementation Outcomes
Teacher self-reported measures of habits regarding their use of behavior-specific praise. This consists of 12 items on a 5-point Likert scale (from 1 = strongly disagree to 5 = strongly agree). The total score is the average of the 12 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Time frame: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Population: Analysis was based on sample of teacher participants with available and valid teacher-report data at baseline and endpoint.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Implementation Resource Package Group | Potential Mediators of Teacher Implementation Outcomes | .53 change score | Standard Deviation 0.53 |
| Control Group | Potential Mediators of Teacher Implementation Outcomes | .34 change score | Standard Deviation 0.46 |