Effectiveness Study of a Behavioral Teacher Program Targeting ADHD Symptoms
NCT ID: NCT02518711
Last Updated: 2015-08-10
Study Results
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Basic Information
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COMPLETED
NA
114 participants
INTERVENTIONAL
2011-09-30
2014-07-31
Brief Summary
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Detailed Description
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Most behavioral teacher programs involve intensive and expensive teacher trainings by health care specialists, which may limit successful large-scale implementation. This behavioral program, on the contrary, involves a self-containing manual that does not require expert training in order to increase the likelihood of successful implementation (if proven effective). The aim was to investigate the program's effects on behavioral, socio-emotional and school functioning in primary school children.
Methods:
Children with ADHD symptoms were randomly assigned at school level to the intervention condition (receiving the program during 18 weeks) or control group (not receiving the program but who were allowed to receive care as usual).
Measures to assess program's effectiveness:
* Strengths and Weaknesses of ADHD-symptoms and Normal Behavior,
* Strengths and Difficulties Questionnaire
* Social Skills Rating Scale
* Spence Children's Anxiety Scale
* Classroom Observation Code
* Actigraphy
* Sociometric measures (peer nomination and peer rating)
* Dutch arithmetic test (Tempo-Test-Rekenen)
* reading test (Drie-Minuten-Toets) and writing test (PI-dictee).
Additional measures:
* Wechsler Intelligence Scale for Children (Block Design and Vocabulary; used to estimate IQ);
* Sensitivity to Punishment and Sensitivity to Reward Questionnaire and several neuropsychological computer tasks
Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
NONE
Study Groups
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Behavioral teacher program
The behavioral teacher program was used by the participant's teacher in the classroom during 18 weeks.
Behavioral Teacher Program
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
Control group
Children within the control group did not receive the behavioral teacher program but were allowed to receive regular care
No interventions assigned to this group
Interventions
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Behavioral Teacher Program
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
Eligibility Criteria
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Inclusion Criteria
* 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)
Exclusion Criteria
* 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)
6 Years
13 Years
ALL
No
Sponsors
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Stichting Kinderpostzegels Nederland
UNKNOWN
Nederlandse Stichting voor het Gehandicapte Kind, The Netherlands
UNKNOWN
Stichting Weeshuis der Doopsgezinden, The Netherlands
UNKNOWN
Stichting Zonnige Jeugd, The Netherlands
UNKNOWN
VU University of Amsterdam
OTHER
Responsible Party
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Betty Veenman
MSc
Principal Investigators
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Jaap Oosterlaan, PhD
Role: PRINCIPAL_INVESTIGATOR
VU University of Amsterdam
References
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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.
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.
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.
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.
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.
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.
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.
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.
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.
CambridgeNeurotechnology. The Actiwatch User Manual. Cambridge, 2008.
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.
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.
De Vos T. Tempo-Test-Rekenen. Handleiding. [Tempo Test Arithmetic. Manual]. Nijmegen: Berkhout; 1992.
Verhoeven L. Drie Minuten Toets Handleiding.[Three Minutes Test Manual]. Arnhem, The Netherlands: CITO. 1995.
Geelhoed J, Reitsma P. PI-dictee. Handleiding. Lisse: PI Research Duivendrecht, Swets & Zeitlinger B.V.; 2000.
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.
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.
Other Identifiers
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5930790
Identifier Type: OTHER_GRANT
Identifier Source: secondary_id
20110028
Identifier Type: OTHER_GRANT
Identifier Source: secondary_id
METc VUmc 2011/196
Identifier Type: -
Identifier Source: org_study_id
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