Moderators Influencing the Effectiveness of a Behavioral Teacher Program

Abstract

Objective: This study assessed which moderators influenced the effectiveness of a low-intensive behavioral teacher program for children with symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD).Methods: Primary school children (N = 114) with ADHD symptoms in the classroom were randomly assigned to the intervention program (n = 58; 91% male) or control group (n = 56; 77% male). Multilevel regression analyses assessed differential treatment gains of the intervention program in terms of ADHD symptoms and social skills. Moderators included demographic characteristics (gender, age, parental educational level), severity and comorbidity of problem behavior (ADHD symptoms, conduct and internalizing problems), social functioning, and classroom variables (teaching experience, class size).Results: Results revealed larger program effects for older children and children from highly educated families and smaller beneficial effects for children with comorbid conduct or anxiety problems.Conclusion: The intervention program seems more beneficial for highly educated families and children without comorbid problem behavior, but more intensive treatments appear necessary for children facing additional challenges.ClinicalTrials.gov registration number: NCT02518711

The Moderating Role of Emotional Regulation on the Relationship between School Results and Personal Characteristics of Pupils with Attention Deficit/Hyperactivity Disorder

“…Most studies took into account age, gender, type of ADHD, comorbidities, severity and comorbidity of problem behavior (ADHD symptoms, conduct and internalizing problems), social functioning, and classroom variables (teaching experience, class size) in the role of moderator [ 24 , 57 , 58 ]. Veenman and colleagues [ 59 ] assessed which moderators influenced the effectiveness of a low-intensity behavioral teacher program for children with symptoms of attention-deficit/hyperactivity disorder (ADHD). In this study, primary school children ( n = 114) with ADHD symptoms in the classroom were randomly assigned to the intervention program ( n = 58) or control group ( n = 56).…”

Psychoeducation and Family Intervention by Parents of Children with Attention Deficit Hyperactive Disorder: A Comprehensive Review

“…The PCIT programme focuses on both children-directed and parent-directed interventions (Hosogane et al, 2018;McNeil et al, 2014). Besides parenting styles, factors such as gender, age, parental education level, severity and potential comorbidity of ADHD, and social functioning should be considered before implementing an intervention programme for children with ADHD (Veenman et al, 2018).…”

Effects of behavioural parent training for children with attention-deficit/hyperactivity disorder on parenting behaviour: a protocol for an individual participant data meta-analysis

“…So far, very few randomised control trials (RCTs) were adequately powered for moderator analyses, and existing moderator analyses were mostly limited to child behavioural outcomes. [22][23][24] While traditional methods of addressing heterogeneity in meta-analyses (such as excluding extreme ES, subgroup analyses or meta-regression) may resolve heterogeneity (ie, reduce I 2 ), they reveal little about the cause of this heterogeneity. Individual participant data meta-analysis (IPDMA) includes data at an individual level rather than at study level, which enables exploration of moderators, therefore yielding more information about the cause of heterogeneity.…”