Veenman Betty, Luman Marjolein, Oosterlaan Jaap
Clinical Neuropsychology Section, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Front Psychol. 2018 Mar 13;9:298. doi: 10.3389/fpsyg.2018.00298. eCollection 2018.
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). Primary school children ( = 114) with ADHD symptoms in the classroom were randomly assigned to the intervention program ( = 58; 91% male) or control group ( = 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 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. 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. NCT02518711.
本研究评估了哪些调节因素会影响针对患有注意力缺陷/多动障碍（ADHD）症状儿童的低强度行为教师计划的有效性。课堂上有ADHD症状的小学生（n = 114）被随机分配到干预计划组（n = 58；91%为男性）或对照组（n = 56；77%为男性）。多层次回归分析评估了干预计划在ADHD症状和社交技能方面的差异治疗效果。调节因素包括人口统计学特征（性别、年龄、父母教育水平）、问题行为的严重程度和共病情况（ADHD症状、品行和内化问题）、社会功能以及课堂变量（教学经验、班级规模）。结果显示，年龄较大的儿童和来自高学历家庭的儿童的计划效果更大，而患有品行或焦虑共病问题的儿童的有益效果较小。干预计划似乎对高学历家庭和没有共病问题行为的儿童更有益，但对于面临额外挑战的儿童，似乎需要更强化的治疗。NCT02518711。
