Web-Based Intervention for Teachers of Elementary Students With ADHD: Randomized Controlled Trial

被引：20

作者：

Corkum, Penny ^{[1
,6
]}

Elik, Nezihe ^{[4
]}

Blotnicky-Gallant, Pamela A. C. ^{[2
]}

McGonnell, Melissa ^{[5
]}

McGrath, Patrick ^{[3
,7
]}

机构：

[1] Dalhousie Univ, Psychol Neurosci Pediat & Psychiat, Halifax, NS, Canada

[2] Dalhousie Univ, Dept Psychol & Neurosci, Halifax, NS, Canada

[3] Dalhousie Univ, Halifax, NS, Canada

[4] Mt St Vincent Univ, Halifax, NS, Canada

[5] Mt St Vincent Univ, Fac Educ, Halifax, NS, Canada

[6] IWK Hlth Ctr, Halifax, NS, Canada

[7] IWK Hlth Ctr, Res Innovat & Knowledge Translat, Halifax, NS, Canada

来源：

JOURNAL OF ATTENTION DISORDERS | 2019年 / 23卷 / 03期

关键词：

ADD/ADHD; children; teachers; treatment; eHealth; DEFICIT HYPERACTIVITY DISORDER; SCHOOL-BASED INTERVENTIONS; CHILDREN; MANAGEMENT; METAANALYSIS; ADOLESCENTS; BEHAVIOR; QUALITY; PROGRAM;

D O I：

10.1177/1087054715603198

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Objective: To test the acceptability, satisfaction, and effectiveness of a web-based intervention for teachers of elementary school-aged children with ADHD. Method: Elementary classroom teachers (N = 58), along with their students with ADHD, participated in a randomized controlled trial. The program consisted of six sessions that included evidence-based intervention strategies for reducing ADHD symptoms and impairment in the classroom setting. Teachers also had access to a moderated Discussion Board and an online ADHD coach. Questionnaire data were electronically collected from teachers and parents pre-intervention, post-intervention (6 weeks), and after an additional 6-week follow-up. Results: Intent-to-treat analyses found significant improvements based on teacher (but not parent) reports of core ADHD symptoms and impairment for the Teacher Help for ADHD treatment group. Teachers reported a high level of acceptability and satisfaction. Conclusion: Web-based ADHD interventions have the potential to reduce the barriers to treatment utilization and implementation that are common problems for school-based ADHD interventions.

引用

页码：257 / 269

页数：13

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