scholarly journals Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

2022 ◽  
Author(s):  
Anouck I. Staff ◽  
Saskia van der Oord ◽  
Jaap Oosterlaan ◽  
Rianne Hornstra ◽  
Pieter J. Hoekstra ◽  
...  
Keyword(s):  
Teacher Training ◽  
Problem Behaviors ◽  
Contingency Management ◽  
Full Range ◽  
Specific Situation ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Child Effects ◽  
Oppositional Defiant ◽  
Secondary Analyses

AbstractBehavioral teacher training is an effective intervention for children with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness may be enhanced by including intervention components that carry the strongest evidence for their effectiveness. A previous article of this group showed that both antecedent- (i.e., stimulus-control) and consequent-based (i.e., contingency management) techniques were highly effective in reducing daily teacher-rated, individually selected problem behaviors in a specific situation of the child. Effects were observed up to three months post intervention. Here, we tested whether effects were also present in teacher-rated and masked DSM-based assessments that comprise the full range of ADHD and oppositional defiant disorder (ODD) symptoms, as well as on teacher-rated impairment. Teachers of 90 children with (subthreshold) ADHD (6–12 years) were randomly assigned to one of three conditions: a short (two sessions), individualized intervention consisting of either a) antecedent-based techniques or b) consequent-based techniques; or c) waitlist. Multilevel analyses showed that both sets of techniques were effective in reducing teacher-rated ADHD symptoms and impairment immediately after the intervention and up to three months later, as compared to waitlist. Masked observations of ADHD behavior were in line with teacher ratings, with effects being most pronounced for inattention. No effects on teacher-rated or masked ODD behavior were found. This study showed that antecedent- and consequent-based techniques were effective in improving classroom ADHD symptoms and impairment. Long-term changes in teacher-rated ADHD are promising. These results extend previous findings and show the potential of short individually tailored interventions in classroom settings as treatment of ADHD symptoms.

A Reexamination of Child Problem Behaviors as Measured by ECBI: Factor Structure and Measurement Invariance Across Two Parent Training Interventions

Assessment ◽  
2017 ◽  
Vol 26 (7) ◽  
pp. 1270-1281 ◽  
Author(s):  
Silje S. Hukkelberg
Keyword(s):  
Parent Training ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Structural Equation ◽  
Management Training ◽  
Total Sample ◽  
Parent Report ◽  
Parent Management Training ◽  
Post Intervention ◽  
Oppositional Defiant

The Eyberg Child Behavior Inventory (ECBI) is a widely used instrument that assesses disruptive problem behaviors via parent report. The present study compares three different conceptualizations of problem behaviors using traditional confirmatory factor analysis (CFA), a bifactor–CFA, and a bifactor exploratory structural equation model, whereof the latter two represent novel conceptualizations of disruptive problem behaviors. Data were derived from 353 Norwegian parents assigned to parent management training—the Oregon model (PMTO; N = 137) or brief parent training (BPT; N = 216), who rated their child’s problem behavior (age 3-12 years). The factor models were estimated within the PMTO and BPT samples, and in the total sample. Results showed that the bifactor–CFA, with a general problem behavior factor and three specific factors representing oppositional defiant, conduct problem, and inattentive behavior provided the best model fit. Furthermore, factorial invariance across control/intervention groups and across time (pre/post intervention) was estimated within the PMTO and BPT samples. Results revealed properties of metric and intercept invariance across intervention/control groups and over time, within both interventions. Implications of the results are discussed.

scholarly journals Subclinical ADHD-Symptoms Are Associated with Executive-Functioning and Externalizing Problems in College Students without ADHD-Diagnoses

2016 ◽  
Vol 6 (1) ◽  
pp. 204 ◽  
Author(s):  
Allen J. Brown ◽  
Beth M. Casey
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Problem Behaviors ◽  
Risk Taking ◽  
Behavioral Problems ◽  
Clinical Sample ◽  
Adhd Symptoms ◽  
Oppositional Defiant ◽  
Students With Adhd ◽  
Inattentive Type

<p>This study investigated whether problem behaviors,<strong> </strong>typically associated with a clinical diagnosis of ADHD, would also be associated with subclinical ADHD symptoms within a non-clinical college sample. These are symptoms characteristic of ADHD, which are insufficient to warrant a DSM-IV diagnosis of ADHD. Self-ratings of behaviors known to be comorbid with ADHD (Oppositional-Defiant Disorder (ODD) behaviors, risk-taking, and Executive-Functioning (EF) problems) were examined as predictors of self-ratings of ADHD symptoms. Measures of ODD symptoms, risk-taking, and EF behavioral problems (related to poor management of time) significantly predicted ADHD symptoms, as measured by Barkley’s ADHD Combined Subscale. These predictors accounted for 26% of the variance. The same measures predicted symptoms of ADHD, Inattentive type, as measured by Barkley’s Inattentiveness (IA) Subscale, and accounted for 30% of the variance. For the Hyperactivity-Impulsivity Subscale (HI), the ODD measure significantly entered the equation, while the other two measures were borderline significant, accounting altogether for 10% of the variance. As hypothesized, the EF measure was the strongest predictor for IA, and the ODD measure was the strongest predictor for HI. In conclusion, problem behaviors comorbid with a formal clinical ADHD diagnosis were found to be significantly associated with subclinical ADHD symptoms within a non-clinical sample of college students, as indicated by the substantial proportion of the variance they accounted for in predicting the Barkley’s’ Combined and Inattentiveness Subscales, and to a lessor extent for the Hyperactivity/Impulsivity Subscale. This indicates that college students with ADHD symptoms may have substantial problems not only with their ADHD symptoms, but also with executive functioning and externalizing behaviors associated with these symptoms.</p>

Self-other agreement of leadership

2018 ◽  
Vol 11 (4) ◽  
pp. 245-259
Author(s):  
Rebecca Mosson ◽  
Henna Hasson ◽  
Ulrica von Thiele Schwarz ◽  
Anne Richter
Keyword(s):  
Leadership Behaviors ◽  
Full Range ◽  
Self Awareness ◽  
Post Intervention ◽  
Line Managers ◽  
Common Component ◽  
Content Type ◽  
Leadership Intervention ◽  
Over Time

Purpose A common component in leadership interventions is the provision of feedback on leadership behaviors. The assumption is that, when there is a discrepancy in this feedback between managers’ and others’ ratings of leadership, this will increase managers’ self-awareness and motivate them to close this gap. The purpose of this paper is to investigate how agreement between managers and their subordinates changes over time as a result of a leadership intervention. Design/methodology/approach Questionnaire data were collected from line managers (N=18) and their subordinates (N=640) at pre-intervention, post-intervention and at a six-month follow-up. The managers participated in a leadership intervention that aimed to increase their knowledge and skills related to the leadership behaviors described in the Full-Range Leadership Model. Inter-rater agreement and reliability were calculated to justify aggregating the subordinates’ ratings. The managers and their subordinates were grouped according to three agreement categories: in agreement, managers’ over-rating and managers’ under-rating based on the managers’ views of their leader behaviors in relation to their subordinates’. Findings Manager-subordinate agreement on the managers’ leadership increased between pre-intervention and post-intervention but then decreased at the six-month follow-up (17, 61 and 44 percent, respectively). Most managers (n=15) changed agreement categories over time, and only three managers remained in the same agreement category throughout. The subordinates’ mean leadership ratings changed more than the managers’ mean ratings. Originality/value This is the first study to explore how manager-subordinate agreement changes when managers participate in a leadership intervention in a health care context. It shows that an intervention that includes upward feedback, by which managers self-rating of their leadership is compared with their subordinates’ ratings, can be an effective way to increase agreement.

An RCT of an Online Parenting Program for Parents of Preschool-Aged Children With ADHD Symptoms

2016 ◽  
Vol 24 (12) ◽  
pp. 1716-1726 ◽  
Author(s):  
Nike Franke ◽  
Louise J. Keown ◽  
Matthew R. Sanders
Keyword(s):  
Parental Stress ◽  
Self Efficacy ◽  
Intervention Group ◽  
Well Being ◽  
Parenting Program ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Parenting Satisfaction ◽  
Behavior Difficulties ◽  
Self Help

Objective: This randomized control trial evaluated the efficacy of an online self-help program in a sample of parents of preschoolers with ADHD symptoms. Method: Parents were randomly assigned to the intervention group ( n = 27) or the delayed intervention group ( n = 26). Child behavior measures were completed by mothers, fathers, and teachers, and parenting measures were completed by mothers. Results: Intent-to-treat analyses indicated significant post-intervention improvements in mother-rated child hyperactivity/inattention, restlessness/impulsivity, defiance/aggression, social functioning, and teacher-rated prosocial behavior, as well as significant improvements in maternal over-reactivity, verbosity, laxness, positive parenting, parenting satisfaction, self-efficacy, stress, and depression. At 6-month follow-up, effects were maintained for maternal over-reactivity and verbosity, parenting satisfaction and self-efficacy, and parental stress and depression. Conclusion: This study provides evidence for the effectiveness of an online self-help parenting program in reducing preschool inattentive behavior difficulties, and in increasing parenting competence, satisfaction in the parenting role, and maternal well-being.

Contingency Management to Induce Exercise Among College Students

2013 ◽  
Vol 30 (2) ◽  
pp. 84-95 ◽  
Author(s):  
Jessica G. Irons ◽  
Derek A. Pope ◽  
Allyson E. Pierce ◽  
Ryan A. Van Patten ◽  
Brantley P. Jarvis
Keyword(s):  
Undergraduate Students ◽  
External Validity ◽  
Contingency Management ◽  
Multiple Baseline ◽  
Activity Levels ◽  
Post Intervention ◽  
Baseline Phase ◽  
Changing Criterion ◽  
Subsequent Intervention

Objective: The effects of contingency management to induce physical activity levels were examined in seven non-obese physically inactive undergraduate students by providing monetary payments using a multiple baseline, changing-criterion procedure. Methods: Participants attended a baseline phase, a subsequent intervention phase consisting of three exercise sessions per week for 4 weeks, and a follow-up session 2 weeks post intervention. A total of $145 was available for attendance and exercise contingency payments. Results: Results indicate that all participants significantly increased exercise during intervention from inactivity at baseline to exercising three 30-minute sessions per week. Participants maintained some gains during follow-up. Limitations: The study employed a small and homogenous sample size and required participants to exercise in a lab setting thus limiting external validity. Conclusions: These findings suggest that incentive-based interventions are an effective and viable means for inducing exercise.

Developmental Course of ADHD Symptoms Based on Multirater Report in Girls and Boys With or Without a Disruptive Behavior Disorder

2017 ◽  
Vol 26 (2) ◽  
pp. 106-118 ◽  
Author(s):  
Mélanie Lapalme ◽  
Michèle Déry ◽  
Maxime Dubé ◽  
Annie Lemieux
Keyword(s):  
Behavior Disorder ◽  
Parent Report ◽  
Study Entry ◽  
Disruptive Behavior Disorder ◽  
Adhd Symptoms ◽  
Teacher Report ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Diagnostic Threshold ◽  
Developmental Course

The developmental course of attention-deficit/hyperactivity disorder (ADHD) symptoms (inattention, hyperactivity, impulsivity) from childhood to adolescence was described and compared based on parent and teacher report as a function of co-occurring conduct disorder/oppositional defiant disorder (CD/ODD) over 6 years. The moderating effect of gender was investigated. Participants were 291 children (6–13 years old; 79 girls) with ADHD: 91 with ADHD only and 200 with ADHD+CD/ODD. At study entry, boys and girls in the ADHD+CD/ODD group presented significantly more hyperactivity symptoms based on parent report and more impulsivity symptoms based on teacher report than did those in the ADHD-only group. ADHD symptoms, however, diminished on average over time in both groups, according to both parent and teacher report. However, as children in the ADHD+CD/ODD group, particularly girls, presented more symptoms at study entry, they tended to remain above the diagnostic threshold 6 years later. This suggests an association exists between co-occurring CD/ODD and ADHD persistence.

Differentiating Symptoms of ADHD in Preschoolers: The Role of Emotion Regulation and Executive Function

2020 ◽  
pp. 108705471989685
Author(s):  
Taylor D. Landis ◽  
Alexis M. Garcia ◽  
Katie C. Hart ◽  
Paulo A. Graziano
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Individual Differences ◽  
Task Performance ◽  
Externalizing Behavior ◽  
Adhd Symptoms ◽  
Regression Analyses ◽  
Oppositional Defiant ◽  
Inattention And Hyperactivity

Objective: This study examined the extent to which individual differences in executive function (EF) and emotion regulation (ER) were uniquely associated with inattention and hyperactivity symptoms of ADHD, respectively. Method: Participants included 249 preschool children with at-risk or clinically elevated levels of externalizing behavior problems (EBPs). Results: Regression analyses were conducted examining the association between EF and ER—as reported by parents/teachers and assessed via child task performance—and hyperactivity and inattention. Even after accounting for IQ, age, sex, and severity of oppositional defiant disorder, greater levels of parent/teacher-reported EF problems and worse EF performance were associated with greater inattention. In addition, better observed ER was associated with lower inattention. Conversely, greater levels of parent/teacher-reported EF problems and worse parent/teacher-reported ER were associated with greater hyperactivity. Conclusion: Our findings suggest that underlying deficits in EF and ER do differentially relate to ADHD symptoms.

scholarly journals Prevalence of Attention Deficit Hyperactivity Disorder Symptoms in Children Who Were Treated at Emergency Service due to Unintentional Injury

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Mehmet İz ◽  
Veysi Çeri
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Emergency Services ◽  
Unintentional Injury ◽  
Adhd Symptoms ◽  
Unintentional Injuries ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Common Diagnosis ◽  
The Mean

Aim. Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder characterized by severe inattention, hyperactivity, and impulsivity. This research aims to determine the frequency of ADHD symptoms in children who were treated in emergency paediatric services due to unintentional injuries. Method. This study was carried out with children who were treated due to unintentional injuries in an Emergency Department. ADHD symptoms were evaluated using the DSM-IV-based Screening and Assessment Scale for Behavioural Disorders in Children and Adolescents. Results. The study sample consisted of 89 girls (40.1%) and 133 boys (59.9%)—a total of 222 children. The participants ranged from 5 to 18 years of age, and the mean age was found to be 11.5±3 years. According to medical evaluations, the most common diagnosis for the unintentional injuries was soft tissue trauma (41.9%). The mean ADHD and ODD (Oppositional Defiant Disorder) scores of our study sample were, respectively, 19.9±12 and 7.7±5.7. The prevalence of children with possible ADHD was as high as 81.6% (179) and, for ODD, was 62.6% (139), according to cut-off values. Conclusion. Our results pointed out very high levels of ADHD and ODD symptoms among children who were treated at emergency services for accidental injuries. Appropriately screening for ADHD in children with accidental injuries and referring them to child psychiatry units may prevent later accidents and injuries.

Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa

2018 ◽  
Vol 21 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Feruz Mohammed
Keyword(s):  
Classroom Management ◽  
Visual Analysis ◽  
Addis Ababa ◽  
Future Research ◽  
Single Subject ◽  
Adhd Symptoms ◽  
Incredible Years ◽  
Post Intervention ◽  
Children With Adhd ◽  
Teacher Classroom

AbstractAttention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. The effectiveness of the IYTCM programme has been extensively examined for children with conduct disorder and/or behaviour and emotional issues, but not specifically with children with ADHD. In the present study, the effects of the IYTCM were examined on individual children with ADHD symptoms. Nine children identified with ADHD symptoms on the basis of teacher and parent reports of behaviour and nine normative comparison children were also selected from the same classrooms. Ten teachers received the tailored IYTCM-ADHD training for about 36 hours. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. In addition to visual analysis, a non-parametric test was used to examine the magnitude of effect in each child. The result of the study indicated that the on-task behaviour of participating children with ADHD increased by the conclusion of the study ranging from 46% to 100%. Visual analysis also indicated that the children's behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention on each child. In light of the findings, limitations and implications for future research are discussed.

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