Given that the majority of children with attention deficit hyperactivity disorder (ADHD) attend regular classroom settings in Germany, it is necessary for teachers to be well prepared to provide these children appropriate care and education on the basis of accurate knowledge of ADHD. Pre-service teachers should have enough learning possibilities in their curriculum about ADHD. The purpose of this study was to investigate German pre-service teachers' knowledge of ADHD by differentiating between their future school type, their study progress, their learning experiences, gender, and age. participants and procedureThe participants were 234 pre-service teachers of the University of Leipzig, Germany. The survey instrument constructed by Lee (2015) was slightly modified for pre-service teachers, and consists of the three subscales: (a) characteristics of ADHD, (b) causes of ADHD, and (c) subtypes of ADHD. resultsTotal accuracy of the knowledge of German pre-service teachers was 51.60%, inaccuracy was 21.60%, and no information was 25.80%. German pre-service teachers who majored in special education have a significantly higher accuracy rate than those who majored in primary education.The knowledge profiles consisting of total knowledge score and three domain-specific subscores can be explained significantly (ANOVAs) by the main effects and the interactions among the independent factors (a) future school type, (b) study progress, (c) experience by curriculum, and (d) personal experience. It was possible to discriminate significantly four pre-service teacher groups (differentiated by future school type and study progress) on the basis of their knowledge profiles by a discriminant analysis. conclusionsTeachers are an important target group for ADHD research because they play a major role in early diagnosis of ADHD as well as supporting their development. During their education, pre-service teachers need to be prepared for dealing appropriately with ADHD children in the classroom. This study provides a basic investigation of German pre-service teachers' needs of learning how to deal with ADHD children. key words primary education; special education; university curriculum; knowledge accuracy; knowledge of attention deficit disorders scale (KADDS)

QuestionThe context for the implementation of evidence-based psychological treatments (EBPTs) often differs from the context in which the treatment was developed, which necessitates adaptations. In this systematic review we build on, and add to, prior approaches by examining the method used to guide such adaptations. In particular, we sought to elucidate the extent to which an empirical process is used.Study selection and analysisWe focused on publications describing adaptations made to EBPTs for adults diagnosed with a mental illness. We searched PubMed, PsycINFO, Embase and Web of Science from database inception to July 2018. Two raters independently coded the articles for the method used to conduct the adaptation, the reason for and nature of the adaptation, and who made the adaptation.FindingsThe search produced 20 194 citations, which yielded 152 articles after screening. The most commonly used methods for planned adaptations were literature review (57.7%), clinical intuition (47.0%) and theory (38.9%). The use of data from stakeholder interviews ranked fourth (21.5%) and the use of other types of data (eg, pilot study, experiment, survey, interview) ranked last at fifth (12.1%). Few publications reporting ad hoc adaptations were identified (n=3).ConclusionsThis review highlights a need to (a) educate providers and researchers to carefully consider the methods used for the treatment adaptation process, and to use empirical methods where possible and where appropriate, (b) improve the quality of reporting of stakeholder interviews and (c) develop reporting standards that articulate optimal methods for conducting treatment adaptations.