Attention-deficit/hyperactivity disorder (ADHD), Behavioral problems at school, Teacher Training, Children.
Conditions
Interventions
This study has three arms: an antecedent techniques training, a consequent techniques training, and a waiting list.
- The antecedent techniques training consists of two sessions (one face-to-face se
Sponsors
Vrije Universiteit Amsterdam
Eligibility
Inclusion criteria
Inclusion criteria: 1. The child has a DSM-5 or DSM-IV-TR based (sub)clinical classification (e.g. at least three out of nine clinical symptoms on one of the two scales) of ADHD at school, confirmed with the Teacher Telephone Interview for attention-deficit/hyperactivity disorder and related disorders, ¨C DSM-IV version (TTI-IV; Tannock, Hum, Masellis, Humphries & Schachar, 2002) and a (sub)clinical classification on the Inattention and/or Hyperactivity/Impulsivity scale of the Disruptive Behavior Rating Disorder Scale ¨CTeacher version (DBD; Pelham, Gnagy, Greenslade, & Milich, 1992; Oosterlaan, Scheres, Antrop, Roeyers, & Sergeant, 2008). 2. The child attends a regular primary school and is six to thirteen years old (group 3 to 8). 3. The teacher is willing and able to participate in the training and study. 4. The child has an (estimated) IQ ≥ 70. 5. The child is not taking (psychotropic) medication or has been off medication for at least one month. 6. Parents/caregivers have given their informed consent for participation.
Exclusion criteria
Exclusion criteria: 1. There are problems with the child at school that require immediate intensive intervention. 2. The teacher(s) received behavioral teacher training (individual or group) aimed at ADHD or behavioral problems of the child in the past year. 3. It is not a suitable period for the family, teacher and/or the child to participate in the study (e.g. moving, divorce, holidays or vacation). 4. The child has a DSM-5 or DSM-IV-TR based diagnosis of conduct disorder. 5. The child has a DSM-5 or a DSM-IV-TR based diagnosis of an autism spectrum disorder.
Design outcomes
Secondary
| Measure | Time frame |
|---|---|
| - Inattentive and hyperactive/impulsive behaviors (Strengths and Weaknesses of ADHD Symptoms and Normal behavior rating scales [SWAN; Swanson et al., 2012]). -Oppositional defiant behavior of the child (ODD scale of the Disruptive Behavior Rating Disorder Scale-Teacher Version [DBD; Pelham, Gnagy, Greenslade, & Milich, 1992; Oosterlaan, Scheres, Antrop, Roeyers, & Sergeant, 2008]). - Behavioral and emotional functioning of the child (Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997]). - Behavioral observations of inattentive, hyperactive and disruptive behaviors and teacher behavior by independent raters (GUCCI coding system [Imeraj, Antrop, Sonuga-Barke, Deboutte, Deschepper, Bal, & Roeyers, 2013; Imeraj, Antrop, Roeyers, Deboutte, Deschepper, Bal, & Sonuga-Barke, 2016]). - Impairment of the child at school (Impairment Rating Scale ¨C Teachers [IRS-T-NL; Fabiano et al., 2006]) | — |
Primary
| Measure | Time frame |
|---|---|
| The primary outcome of this study will consist of daily assessments of problem behaviors. Teachers will be asked to select four target behaviors in specific situations. During baseline, post measurement 1 and 2, during five consecutive school days, daily phone calls will be made by the investigational team, in which teachers will be asked if the target behaviors were present in the past school day in the specific situations and, if yes, to provide severity ratings of these behaviors on a 5-point scale. | — |
Contacts
Public ContactA.I. Staff
Outcome results
None listed