Effectiveness Study of a Behavioral Teacher Program Targeting ADHD Symptoms

NCT02518711 | Completed

• 3 other identifiers: METc VUmc 2011/196593079020110028
• Study Type: interventional
• Target: 114
• Locations: 0 countries
• Sites: N/A

Brief Summary

The goal of this study was to investigate the effectiveness of a behavioral teacher program addressing symptoms of Attention-Deficit Hyperactivity Disorder (ADHD) in the classroom.

Conditions

Attention Deficit Hyperactivity Disorder

Keywords

symptoms of ADHD

Outcome Measures

Primary Outcomes (4)

• Change from Baseline in Strengths and Weaknesses of ADHD-symptoms and Normal Behavior Scale (SWAN; Young, Levi, Martin, & Hay, 2009)

  The teacher and parent version of the SWAN were used

  6 weeks and 18 weeks after baseline assessment

• Change from Baseline in Strengths and Difficulties Questionnaire (SDQ; Van Widenfelt, Goedhart, Treffers, & Goodman, 2003)

  The teacher and parent-version of the SDQ were administered, using the following subscales: ADHD, Conduct Problems, Internalizing Behavior (combining Emotional Symptoms and Peer Problems), and Impact On Daily Functioning

  6 weeks and 18 weeks after baseline assessment

• Change from Baseline in hyperactivity during school hours using Actigraphy (Cambridge Neurotechnology, 2008)

  It concerned an actigraph worn on the wrist of the non-dominated hand during 5 school days

  6 weeks and 18 weeks after baseline assessment

• Change from Baseline in Disruptive Classroom Behavior measured by the Classroom Observation Code (COC; Abikoff, Gittelman, & Klein, 1980)

  The observation was performed by well-trained psychology students not involved in treatment delivery. Each participant was observed twice on the same school day for 8 minutes, using the average score as outcome measure

  6 weeks and 18 weeks after baseline assessment

Secondary Outcomes (7)

• Change from Baseline in Social Skills Scale of the Social Skills Rating Scale (SSRS; Merrell & Popinga, 1994)

  6 weeks and 18 weeks after baseline assessment

• Change from Baseline in Spence Children's Anxiety Scale (SCAS)

  6 weeks and 18 weeks after baseline assessment

• Change from Baseline in Sociometric Measure (Bukowski, Cillessen, & Velasquez, 2012)

  6 weeks and 18 weeks after baseline assessment

• Change from Baseline in Performance on Dutch Reading Test (Drie-Minuten Toets; Verhoeven, 1995)

  6 weeks and 18 weeks after baseline assessment

• Change from Baseline in Performance on Dutch Writing Test (PI-dictee; Geelhoed & Reitsma, 2000)

  6 weeks and 18 weeks after baseline assessment

Study Arms (2)

Behavioral teacher program

EXPERIMENTAL

The behavioral teacher program was used by the participant's teacher in the classroom during 18 weeks.

Behavioral: Behavioral Teacher Program

Control group

NO INTERVENTION

Children within the control group did not receive the behavioral teacher program but were allowed to receive regular care

Interventions

Behavioral Teacher Program BEHAVIORAL

This program was based on the evidence-based Summer Treatment Program (MTA Cooperative Group, 1999), involving psycho-education for the teacher and universal and individual behavioral techniques that focused on classroom structure and contingency management

Behavioral teacher program

Eligibility Criteria

• Age: 6 Years - 13 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• sub-threshold or clinical level of ADHD symptoms as observed by participant's teacher through the Dutch version of the Disruptive Behavior Disorders Rating Scale (Pelham, Gnagy, Greenslade, \& Milich, 1992)
• at least one clinical and three sub-threshold ADHD symptoms as measured by the Teacher Telephone Interview (Holmes et al., 2004), a semi-structured interview which is based on the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000)

You may not qualify if:

• (medication) treatment for ADHD at study entry or in preceding 6 months;
• neurological or severe physical condition
• IQ \< 80 based on a short version of the Wechsler Intelligence Scale for Children (Block Design and Vocabulary; Legerstee, van der Reijden-Lakeman, Lechner-van der Noort, \& Ferdinand, 2004; Hrabok, Brooks, Fay-McClymont, \& Sherman, 2014)
• participant enrolled in a daily contingency management program or other teacher program targeting behavior or social problems at study entry or in the preceding month
• Maximum of 2 children per classroom and 5 classrooms per school (in order to limit teachers' burden and increase heterogeneity of teacher and classroom settings)

Sponsors & Collaborators

• VU University of Amsterdam: lead
• Stichting Kinderpostzegels Nederland: collaborator
• Nederlandse Stichting voor het Gehandicapte Kind, The Netherlands: collaborator
• Stichting Weeshuis der Doopsgezinden, The Netherlands: collaborator
• Stichting Zonnige Jeugd, The Netherlands: collaborator

Related Publications (17)

• Durlak JA, DuPre EP. Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. Am J Community Psychol. 2008 Jun;41(3-4):327-50. doi: 10.1007/s10464-008-9165-0.

  PMID: 18322790 BACKGROUND

• Han SS, Weiss B. Sustainability of teacher implementation of school-based mental health programs. J Abnorm Child Psychol. 2005 Dec;33(6):665-79. doi: 10.1007/s10802-005-7646-2.

  PMID: 16328743 BACKGROUND

• A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. The MTA Cooperative Group. Multimodal Treatment Study of Children with ADHD. Arch Gen Psychiatry. 1999 Dec;56(12):1073-86. doi: 10.1001/archpsyc.56.12.1073.

  PMID: 10591283 BACKGROUND

• Pelham WE Jr, Gnagy EM, Greenslade KE, Milich R. Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. J Am Acad Child Adolesc Psychiatry. 1992 Mar;31(2):210-8. doi: 10.1097/00004583-199203000-00006.

  PMID: 1564021 BACKGROUND

• Holmes J, Lawson D, Langley K, Fitzpatrick H, Trumper A, Pay H, Harrington R, Thapar A. The Child Attention-Deficit Hyperactivity Disorder Teacher Telephone Interview (CHATTI): reliability and validity. Br J Psychiatry. 2004 Jan;184:74-8. doi: 10.1192/bjp.184.1.74.

  PMID: 14702231 BACKGROUND

• Legerstee JS, van der Reijden-Lakeman IA, Lechner-van der Noort MG, Ferdinand RF. Bruikbaarheid verkorte versie wisc-rn in de kinderpsychiatrie. Kind en adolescent. 2004;25(4):178-82. doi: 10.1007/BF03060926.

  BACKGROUND

• Hrabok M, Brooks BL, Fay-McClymont TB, Sherman EM. Wechsler Intelligence Scale for Children-fourth edition (WISC-IV) short-form validity: a comparison study in pediatric epilepsy. Child Neuropsychol. 2014;20(1):49-59. doi: 10.1080/09297049.2012.741225. Epub 2012 Dec 10.

  PMID: 23216421 BACKGROUND

• Young DJ, Levy F, Martin NC, Hay DA. Attention deficit hyperactivity disorder: a Rasch analysis of the SWAN Rating Scale. Child Psychiatry Hum Dev. 2009 Dec;40(4):543-59. doi: 10.1007/s10578-009-0143-z. Epub 2009 May 20.

  PMID: 19455417 BACKGROUND

• Merrell KW, Popinga MR. The alliance of adaptive behavior and social competence: an examination of relationship between the scales of Independent Behavior and the Social Skills Rating System. Res Dev Disabil. 1994 Jan-Feb;15(1):39-47. doi: 10.1016/0891-4222(94)90037-x.

  PMID: 8190971 BACKGROUND

• CambridgeNeurotechnology. The Actiwatch User Manual. Cambridge, 2008.

  BACKGROUND

• Abikoff H, Gittelman R, Klein DF. Classroom observation code for hyperactive children: a replication of validity. J Consult Clin Psychol. 1980 Oct;48(5):555-65. doi: 10.1037//0022-006x.48.5.555. No abstract available.

  PMID: 7410654 BACKGROUND

• Bukowski WM, Cillessen A, Velasquez A. Peer ratings. In: Laursen B, Little T, Card A, editors. Handbook of developmental research methods. New York: The Guilford Press; 2012. p. 211-28.

  BACKGROUND

• De Vos T. Tempo-Test-Rekenen. Handleiding. [Tempo Test Arithmetic. Manual]. Nijmegen: Berkhout; 1992.

  BACKGROUND

• Verhoeven L. Drie Minuten Toets Handleiding.[Three Minutes Test Manual]. Arnhem, The Netherlands: CITO. 1995.

  BACKGROUND

• Geelhoed J, Reitsma P. PI-dictee. Handleiding. Lisse: PI Research Duivendrecht, Swets & Zeitlinger B.V.; 2000.

  BACKGROUND

• Veenman B, Luman M, Oosterlaan J. Moderators Influencing the Effectiveness of a Behavioral Teacher Program. Front Psychol. 2018 Mar 13;9:298. doi: 10.3389/fpsyg.2018.00298. eCollection 2018.

  PMID: 29593604 DERIVED

• Veenman B, Luman M, Oosterlaan J. Further Insight into the Effectiveness of a Behavioral Teacher Program Targeting ADHD Symptoms Using Actigraphy, Classroom Observations and Peer Ratings. Front Psychol. 2017 Jul 11;8:1157. doi: 10.3389/fpsyg.2017.01157. eCollection 2017.

  PMID: 28744244 DERIVED

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Jaap Oosterlaan, PhD

  VU University of Amsterdam

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: MSc

Study Record Dates

• First Submitted: August 5, 2015
• First Posted: August 10, 2015
• Study Start: September 1, 2011
• Primary Completion: July 1, 2014
• Study Completion: July 1, 2014
• Last Updated: August 10, 2015

Record last verified: 2015-08