Classroom-based Distance Intervention for Teachers of Children With Attention Deficit Hyperactivity Disorder

NCT01547702 | Completed Phase 2 DMC

• 1 other identifier: NSHRF-44576
• Study Type: interventional
• Target: 116
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to evaluate, by way of randomized controlled trial, the effectiveness of a web-based, time-flexible, and teacher-directed "Teacher Help for ADHD" program in reducing the impact of ADHD symptoms in elementary students.

Conditions

Attention Deficit Hyperactivity Disorder (ADHD)

Keywords

ADHD; attention; inattention; hyperactivity; classroom intervention; teacher education; web-based intervention

Outcome Measures

Primary Outcomes (1)

• The Impairment Rating Scale (IRS, Fabiano & Pelham, 2002)

  The IRS will be the primary outcome measure in our study because it assesses the areas of functioning that are impacted most by the symptoms of ADHD. It consists of six questions on the teacher version and seven questions on the parent version, which measure the child's academic, behavioural, relational functioning and self-esteem.

  Change from Baseline in ADHD symptom impairment at 6 weeks (length of intervention) and 12 weeks (follow-up)

Secondary Outcomes (10)

• Knowledge of Attention Deficit Disorder Scale (KADDS; Sciutto, Terjesen, & Bender, 2000)

  Change from Baseline in ADHD knowledge at 6 weeks (length of intervention) and 12 weeks (follow-up)

• Beliefs about Attention Deficit Hyperactivity Disorder (Kos, 2008)

  Change from Baseline in ADHD beliefs at 6 weeks (length of intervention) and 12 weeks (follow-up)

• Instructional and Behavior Management Approaches Survey (IBMA; Martinussen, Tannock, & Chaban, 2011)

  Change from Baseline in behaviour management approaches at 6 weeks (length of intervention) and 12 weeks (follow-up)

• Intention and Subjective Norm questionnaires (Based on Prochaska & DiClemente's Stages of Change Model, 1984)

  Change from Baseline in intentions and subjective norms at 6 weeks (length of intervention) and 12 weeks (follow-up)

• Swanson, Kotkin, Agler, M-Flynn, and Pelham Scale (SKAMP; see Murray, Bussing, Fernandez, Hou, Garvan, Swanson, & Eyberg, 2009)

  Functional impairment of ADHD symptoms will be measured in the Treatment group at 2 weeks, 3 weeks, 4 weeks, 5 weeks, 6 weeks, and 7 weeks

Study Arms (2)

Treatment

EXPERIMENTAL

This group will have access to the Teacher Help for ADHD intervention program during the randomized controlled trial.

Behavioral: Teacher Help for ADHD

Waitlist Control

NO INTERVENTION

This group will not receive the intervention until all data collection is complete for their study cohort.

Interventions

Teacher Help for ADHD BEHAVIORAL

Teachers will review powerpoints other materials online and will have access to a study coach to assist with their understanding and practical application of the materials. Session descriptions follow: * Session 1: Provide information about ADHD characteristics, impact, diagnosis, etiology * Session 2: Help establish teacher's role; goal setting; introduce behaviour planning * Session 3: Help develop and implement behaviour program specific to the needs of students with Session 2 goals * Session 4: Help develop strategies re: classroom structure, work assignments, teacher-student relationship * Session 5: Help to use instructional interventions for ADHD * Session 6: Help to teach these students self-monitoring and self-evaluation skills; help teachers to evaluate progress, phase out behaviour program, and plan for relapses in unwanted behaviours

Treatment

Eligibility Criteria

• Age: 6 Years - 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Student is in grades 1 to 6 in the public school English stream
• Student has been formally diagnosed with Attention Deficit Hyperactivity Disorder having a diagnosis of ADHD
• Student is either on a stable dose of medication or no medication with no plan to start/change medication in the next 5 months

You may not qualify if:

• Student has a significant other mental health issue (e.g., depression, anxiety, suicidal ideation, psychotic features, and severe conduct problems)
• Student is on an Individualized Program Plan (IPP) due to significant physical, behavioural, communication, or learning difficulties.
• Teacher participated in the Teacher Help for ADHD pilot study (conducted by Brittany Barnett, Master of Health Informatics Student under the supervision of Dr. Elik and Dr. Corkum, Dalhousie University)

Sponsors & Collaborators

• Dalhousie University: lead

Study Sites (1)

Dalhousie University

Halifax, Nova Scotia, B3H 4J1, Canada

Location

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity; Spasm

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders; Neuromuscular Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Study Officials

• Penny V Corkum, PhD

  Dalhousie University

  PRINCIPAL INVESTIGATOR

• Nezihe Elik, PhD

  The Hospital for Sick Children

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: phase 2
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: February 27, 2012
• First Posted: March 8, 2012
• Study Start: February 1, 2012
• Primary Completion: May 1, 2013
• Study Completion: May 1, 2013
• Last Updated: March 28, 2014

Record last verified: 2014-03

Locations

CA (1)