The effectiveness of behavioral teacher training techniques for children with (symptoms of) attention-deficit/hyperactivity disorder.
- Conditions
- Attention-deficit/hyperactivity disorder (ADHD), Behavioral problems at school, Teacher Training, Children.
- Registration Number
- NL-OMON20729
- Lead Sponsor
- Vrije Universiteit Amsterdam
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Recruiting
- Sex
- Not specified
- Target Recruitment
- 90
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).
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.
Study & Design
- Study Type
- Interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method 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.
- Secondary Outcome Measures
Name Time Method - Inattentive and hyperactive/impulsive behaviors (Strengths and Weaknesses of ADHD Symptoms and Normal behavior rating scales [SWAN; Swanson et al., 2012]).<br /><br>-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]).<br /><br>- Behavioral and emotional functioning of the child (Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997]).<br /><br>- 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]).<br /><br>- Impairment of the child at school (Impairment Rating Scale ¨C Teachers [IRS-T-NL; Fabiano et al., 2006])