EFFICACY OF TEACHER IN-SERVICE TRAINING FOR ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

Children with attention-deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in-service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in-service training for ADHD has not been established. The present study examined the efficacy of brief in-service training focused on evidence-based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington. DC, metropolitan area were randomly assigned at the school level to receive in-service training immediately or to a waitlist control group that received in-service training I month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre- and post-in-service intervention. Results indicated that the in-service training resulted in increased ADHD knowledge. Special education teachers also reported increased use of behavior modification techniques resulting from the in-service training. Clinical and research implications are presented. (c) 2008 Wiley Periodicals, Inc.