In PAINT- T, PhD student Anouck Staff, as part of her PhD research, investigated the effectiveness of different components of behavioural teacher training for children with ADHD symptoms.
The effects of stimulus control (antecedent) and contingency management (consequent) techniques were investigated. The data collection of this study has been completed. In total, teachers of 90 children from all over the Netherlands participated. The results have been written up and published in scientific articles and presented at (inter)national congresses.
We are proud to be able to report that teachers are enthusiastic about the training and that positive results are found from both trainings (antecedent and consequent interventions) on (daily measures of) specific problem behaviour and ADHD as measured by standardised questionnaires, both at the post-measurement and at the follow-up.
In addition to research into the effectiveness of various techniques, this study also focused on video analyses to analyse class observations of children with and without ADHD symptoms. Here, use was made of a standardised observation system with which inattentive, busy (both motor and verbal) and rebellious behaviour of the child was assessed by a researcher who did not know the child. We also looked at the teacher’s behaviour towards children with and without ADHD symptoms, and what role the teacher-pupil relationship plays in this.
The results of the study can be read under:
Focus group rapport
At the end of the study, we held two focus groups with parents and with teachers and internal supervisors. The aim of these focus groups was to map out how the guidance of children with pressure and unconcentrated behaviour looks like in schools and what the needs are with regard to the use of teacher training for dealing with this behaviour in the classroom. This information is very important for the further development of the training’s. The most important results are described in a report.
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