Schulbasiertes Coaching bei Kindern mit expansivem Problemverhalten (SCEP)

Hanisch, Charlotte; Richard, Sylvie; Eichelberger, Ilka; Greimel, Lisa; Döpfner, Manfred

doi:10.1026/02813-000

Cited by 16 publications

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“…Concerning psychoeducation with teachers, information about ADHD and possible treatment options as well as ADHD-specific behaviour modification strategies in the classroom seem highly desirable. This could be realized, for example, through booklets for teachers, school-based training of teachers in psychoeducational seminars or the integration of teacher-based interventions in a comprehensive multimodal treatment approach (e.g., [ 14 , 32 , 33 ]). Regardless of these findings, additional research is needed to determine the most effective and efficient ways of monitoring treatment processes.…”

Section: Discussionmentioning

confidence: 99%

Guideline adherence in German routine care of children and adolescents with ADHD: an observational study

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Steinhauser

et al. 2020

Eur Child Adolesc Psychiatry

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Although guidelines for the assessment and treatment of mental disorders in childhood and adolescence have been available in Germany for several years, there are barely any data on adherence to guidelines in national routine care. Therefore, the study aimed at a nationwide evaluation of guideline adherence (GA) for the assessment and treatment of children and adolescents with attention-deficit/hyperactivity disorder (ADHD) in German routine care in various groups of health care providers (HCPs). Besides a detailed description of GA, the study focused on examining possible differences between professional groups. Furthermore, data based on global self-reports of clinicians were compared with ratings of documented care in individual patients. Protocols of 73 clinicians regarding their handling of ADHD in routine care for 167 patients were rated according to German guideline recommendations for ADHD care. GA was measured as the proportion of components fulfilled in each individual patient as documented by the HCP. The results were compared to a preceding interview with clinicians regarding their GA. Multilevel models were constructed to detect differences in GA between professional groups. Based on mandatory guideline components, adherence rates of 38.9–72.7% were found and classified as moderate (33.3% < GA ≤ 66.6%) to high (GA > 66.6%). The comparison of the GA between the professional groups generally yielded only small differences. Correlations between GA reported globally by the HCPs and GA documented and rated for individual cases were low. Overall, most rates of GA for ADHD in German routine care lay within a moderate range. Targets for enhancement of GA may be the involvement of teachers and schools in the treatment process, the implementation of psychoeducational methods in general, as well as a careful examination of patients, including monitoring of treatment effects during titration trials. The development of further strategies to monitor the quality of ADHD routine care is needed. Electronic supplementary material The online version of this article (10.1007/s00787-020-01559-8) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Guideline adherence in German routine care of children and adolescents with ADHD: an observational study

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Steinhauser

et al. 2020

Eur Child Adolesc Psychiatry

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“…The SCEP manual (Hanisch et al., 2018) provides detailed instructions, material (e.g. worksheets, charts, role-play instructions), and a description of potential difficulties to be aware of for all of the 12 modules.…”

Section: Methodsmentioning

confidence: 99%

Effects of a modular teacher coaching program on child attention problems and disruptive behavior and on teachers’ self-efficacy and stress

Hanisch¹,

Eichelberger²,

Richard

et al. 2020

School Psychology International

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Symptoms of attention-deficit/hyperactivity and oppositional defiant disorder are associated with a multitude of psychosocial developmental risks, e.g. academic underachievement. Various cognitive behavioral interventions have proven to be effective in reducing problem behavior in school settings. Drawing on this previous work and on our parent-focused preventive and therapeutic programs, we developed the school-based coaching for elementary school teachers of children with attention deficits or disruptive behavior problems (SCEP). Based on functional behavior assessment, SCEP addresses teachers of children with severe externalizing behavior problems in an individualized modular manner. It consists of a one-day training course and fortnightly one-to-one or team-coaching sessions. We analyzed the effects of SCEP in a within-subject control group design ( N = 60), with student attention problems and rule-breaking behavior during class as the primary outcome measure. SCEP was found to reduce problem behavior during lessons, with small to medium effect sizes ( d = 0.42–0.6). After the intervention, teachers reported changes in their use of praise and felt more confident managing the class ( d = 0.58). The results of SCEP are discussed in light of multi-tiered preventive approaches that suggest extensive individualized interventions based on functional behavior analysis for children with severe problem behavior.

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“…The parent training interventions (modules 2 and 3) are based on the evidence-based Treatment Program for Hyperkinetic and Oppositional Problem Behavior (THOP) [66], which is adapted from evidence-based international treatment manuals, in particular Barkley’s Defiant Children [71] and Helping the Non-compliant Child [72]. The teacher coaching (modules 4 and 5) is also based on the THOP program, as well as the newly developed German-language School-based Coaching for Teachers of Children with Disruptive Behavior Problems (SCEP) [73], which is adapted from evidence-based international treatment manuals, in particular [74]. The child-centered interventions in modules 6–8 are based on evidence-based German treatment programs – the Treatment Program for Children with Aggressive Behavior Problems (THAV) [75], and the Social Computer-assisted Training for Children with Aggressive Behavior Problems (ScouT) [47] – which are adapted from evidence-based international treatment manuals, in particular the Coping Power Program [76] and the Cognitive-Behavioral Therapy for Anger and Aggression in Children [46].…”

Section: Methodsmentioning

confidence: 99%

Affective dysregulation in childhood - optimizing prevention and treatment: protocol of three randomized controlled trials in the ADOPT study

et al. 2019

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Background The terms affective dysregulation (AD) and irritability describe transdiagnostic dimensions and are characterized by an excessive reactivity to negative emotional stimuli with an affective (anger) and a behavioral component (aggression). Due to early onset, high prevalence and persistence, as well as developmental comorbidity, AD in childhood is one of the most psychosocially impairing and cost-intensive mental health conditions. AD is especially prevalent in children in the youth welfare service. Despite continuous research, there remains a substantial need for diagnostic approaches and optimization of individualized treatment strategies in order to improve outcomes and reduce the subjective and economic burden. Methods The ADOPT (Affective Dysregulation – Optimizing Prevention and Treatment) Consortium integrates internationally established, highly experienced and interdisciplinary research groups. The work program encompasses (a) epidemiology, including prevalence of symptoms and disorders, (b) development and evaluation of screening and assessment tools, (c) stepped care approaches for clinically useful personalized medicine, (d) evaluation of an easily accessible and cost-effective online intervention as indicated prevention (treatment effects, moderation/mediation analysis), and (e) evaluation of an intensive personalized modular outpatient treatment in a cohort of children with AD who live with their parents and in a cohort of children with AD who live in out-of-home care (treatment effects, moderation/mediation analysis). Discussion The results will lead to significant recommendations for improving treatment within routine clinical care in two cohorts of children with AD and coexisting conditions, especially oppositional-defiant disorder, conduct disorder and disruptive mood dysregulation disorder. Trial registration Trial registration ADOPT Online: German Clinical Trials Register (DRKS) DRKS00014963 . Registered 27 June 2018. Trial registration ADOPT Treatment: German Clinical Trials Register (DRKS) DRKS00013317 . Registered 27 September 2018. Trial registration ADOPT Institution: German Clinical Trials Register (DRKS) DRKS00014581 . Registered 04 July 2018. Electronic supplementary material The online version of this article (10.1186/s12888-019-2239-8) contains supplementary material, which is available to authorized users.

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Schulbasiertes Coaching bei Kindern mit expansivem Problemverhalten (SCEP)

Cited by 16 publications

References 0 publications

Guideline adherence in German routine care of children and adolescents with ADHD: an observational study

Guideline adherence in German routine care of children and adolescents with ADHD: an observational study

Effects of a modular teacher coaching program on child attention problems and disruptive behavior and on teachers’ self-efficacy and stress

Affective dysregulation in childhood - optimizing prevention and treatment: protocol of three randomized controlled trials in the ADOPT study

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