AUTHOR=Veenman Betty , Luman Marjolein , Oosterlaan Jaap 

TITLE=Further Insight into the Effectiveness of a Behavioral Teacher Program Targeting ADHD Symptoms Using Actigraphy, Classroom Observations and Peer Ratings

JOURNAL=Frontiers in Psychology

VOLUME=8

YEAR=2017

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.01157

DOI=10.3389/fpsyg.2017.01157

ISSN=1664-1078

ABSTRACT=<p><bold>Objective:</bold> The Positivity and Rules program (PR program), a low-level behavioral teacher program targeting symptoms of attention-deficit/hyperactivity disorder (ADHD), has shown positive effects on teacher-rated ADHD symptoms and social functioning. This study aimed to assess whether program effects could be confirmed by instruments assessing classroom behavior other than teacher-ratings, given teachers’ involvement with the training.</p><p><bold>Methods:</bold> Participants were 114 primary school children (age = 6–13) displaying ADHD symptoms in the classroom, who were randomly assigned to the treatment (<italic>n</italic> = 58) or control group (<italic>n</italic> = 65). ADHD symptoms were measured using classroom observations and actigraphy, and peer acceptance was measured using peer ratings. Intention-to-treat multilevel analyses were conducted to assess program effects.</p><p><bold>Results:</bold> No beneficial program effects were found for any of the measures.</p><p><bold>Conclusion:</bold> The earlier beneficial program effects on both ADHD symptoms and social functioning reported by teachers, may be explained by a change in the perception of teachers rather than changes in the child’s behavior. Other methodological explanations are also discussed, such as differences between instruments in the sensitivity to program-related changes. The current study underlines the importance of using different measures of classroom behavior to study program effects.</p><p><bold>ClinicalTrials.gov registration number:</bold> NCT02518711</p>