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.
BarnettB.CorkumB.ElikN. (2012).
A web-based intervention for elementary school teachers of students with attention-deficit/hyperactivity disorder (ADHD). Psychological Services,
9, 227–230. https://doi.org/10.1037/a0026001
2.
BreuerD.RettigK.DoepfnerM. (2009).
Die erfassung von aufmerksamkeits-und verhaltensproblemen im unterricht mit dem fragebogen zur verhaltensbeurteilung im unterricht (FVU) [Measuring attention- und behavior problems during class using the questionnaire FVU]. Diagnostica,
55, 11–19. https://doi.org/10.1026/0012-1924.55.1.11
3.
BruniT. P.DrevonD.HixsonM.WyseR.CorcoranS.FursaS. (2017).
The effect of functional behavior assessment on school-based interventions: A meta-analysis of single-case research. Psychology in the Schools,
54, 351–369. https://doi.org/10.1002/pits.22007
4.
CharnessG.GneezyU.KuhnM. A. (2012).
Experimental methods: Between-subject and within-subject design. Journal of Economic Behavior & Organization,
81, 1–8. https://doi.org/10.1016/j.jebo.2011.08.009
5.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences, 2nd ed. New York: Academic Press.
6.
CorkumP.ElikN.Blotnicky-GallantP. A. C.McGonnellM.McGrathP. (2015).
A web-based intervention for elementary school teachers of students with ADHD: Randomized controlled trial. Journal of Attention Disorders,
23, 257–213. https://doi.org/10.1177/1087054715603198
7.
Connor-SmithJ. K.WeiszJ. R. (2003).
Applying treatment outcome research in clinical practice: Techniques for adapting interventions to the real world. Child and Adolescent Mental Health,
8, 3–10. https://doi.org/10.1111/1475-3588.00038
8.
DaleyD.van der OordS.FerrinM.DanckaertsM.DoepfnerM.CorteseS.Sonuga-BarkeE. J. S. & Group, E. A. G. (2014).
Behavioral interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains. Journal of the American Academy of Child and Adolescent Psychiatry,
53, 835–847. https://doi.org/10.1016/j.jaac.2014.05.013
9.
de RidderD. T.Lensvelt-MuldersG.FinkenauerC.StokF. M.BaumeisterR. F. (2012).
Taking stock of self-control a meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review: An Official Journal of the Society for Personality and Social Psychology, Inc.,
16, 76–99. https://doi.org/10.1177/1088868311418749
10.
DickeT.ParkerP. D.MarshH. W.KunterM.SchmeckA.LeutnerD. (2014).
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology,
106, 569–583. https://doi.org/10.1037/a0035504
11.
DoepfnerM.BreuerD.SchuermannS.Wolff MetternichT.RademacherC.LehmkuhlG. (2004).
Effectiveness of an adaptive multimodal treatment in children with attention-deficit hyperactivity disorder – Global outcome. European Child & Adolescent Psychiatry,
13, 117–129. https://doi.org/10.1007/s00787-004-1011-9
12.
DoepfnerM.FroelichJ.SchuermannS. (2019). Therapieprogramm für kinder mit hyperkinetischem und oppositionellem problemverhalten THOP: Mit Online-Materialien [Intervention program for hyperkinetic and oppositional problem behavior] (6. Aufl. ed.). Beltz.
13.
DoepfnerM.Goertz-DortenA.LehmkuhlG. (2008). Diagnostik-System für psychische störungen im kindes- und jugendalter nach ICD-10 und DSM-IV, DISYPS-II [Diagnostic system for mental health disorders according to ICD-10 and DSM-IV].
Huber.
14.
DoepfnerM.HanischC. (2020). Psychological treatment of mental health problems in children and adolescents. In E. Taylor, F. Verhulst, A. Nikapota, K. Yoshida & J. Wong (Eds.), Mental Health and Illness of Children and Adolescents, Mental Health and Illness Wordlwide (pp. 1–16). Singapore: Springer.
15.
DoepfnerM.KinnenC.HalderJ. (2016). THOP-Elternprogramm - Manual für Gruppenleiter. Gruppenprogramm für Eltern von Kindern mit ADHS-Symptomen und expansivem Problemverhalten [THOP Parent training - manual for group advisors. Group training for parents of children with symptoms of ADHD and externalizing problem behavior]. Weinheim: Beltz.
16.
DoepfnerM.LehmkuhlG.SteinhausenH. C. (2006). Kinder-diagnostik-system (KIDS) aufmerksamkeitsdefizit-und hyperaktivitätsstörung (ADHS) [Child diagnostic system for ADHD] (Vol. 1). Göttingen:
Hogrefe Verlag.
17.
DuPaulG. J.StonerG. D. (2014). ADHD in the schools, third edition: Assessment and intervention strategies.
Guilford Publications.
18.
ErskineH. E.NormanR. E.FerrariA. J.ChanG. C. K.CopelandW. E.WhitefordH. A.ScottJ. G. (2016).
Long-term outcomes of attention-deficit/hyperactivity disorder and conduct disorder: A systematic review and meta-analysis. Journal of the American Academy of Child and Adolescent Psychiatry,
55, 841–850. https://doi.org/10.1016/j.jaac.2016.06.016
19.
EvansS. W.OwensJ. S.BunfordN. (2014).
Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53,
43, 527–551. https://doi.org/10.1080/15374416.2013.850700
20.
EvansS. W.OwensJ. S.WymbsB. T.RayA. R. (2018).
Evidence-based psychosocial treatments for children and adolescents with attention deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53,
47, 157–198. https://doi.org/10.1080/15374416.2017.1390757
21.
FabianoG. A. (2016). Interventions for disruptive behavior disorders: Strategies to support success.
Guilford Press.
22.
FabianoG. A.PyleK. (2018).
Best practices in school mental health for attention-deficit/hyperactivity disorder: A framework for intervention. School Mental Health,
11, 72–91. https://doi.org/10.1007/s12310-018-9267-2
23.
FabianoG. A.ReddyL. A.DudekC. M. (2018).
Teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association,
33, 293–304. https://doi.org/10.1037/spq0000223
24.
FabianoG. A.SchatzN. K.AloeA. M.ChackoA.Chronis-TuscanoA. (2015).
A systematic review of meta-analyses of psychosocial treatment for attention-deficit/hyperactivity disorder. Clinical Child and Family Psychology Review,
18, 77–97. https://doi.org/10.1007/s10567-015-0178-6
25.
FaulF.ErdfelderE.LangA. G.BuchnerA. (2007).
G*power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods,
39, 175–191. https://doi.org/10.3758/bf03193146
26.
FergussonD. M.BodenJ. M.HorwoodL. J. (2013).
Childhood self-control and adult outcomes: Results from a 30-year longitudinal study. Journal of the American Academy of Child & Adolescent Psychiatry,
52, 709–717. https://doi.org/10.1016/j.jaac.2013.04.008
27.
FrickP. J.NiggJ. T. (2012).
Current issues in the diagnosis of attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder. Annual Review of Clinical Psychology,
8, 77–107. https://doi.org/10.1146/annurev-clinpsy-032511-143150
28.
GreeneR. W.AbidinR. R.KmetzC. (1997).
The index of teaching stress: A measure of student-teacher compatibility. Journal of School Psychology,
35, 239–259. https://doi.org/10.1016/S0022-4405(97)00006-X
HanischC.CasaleG.VolpeR.BrieschA.RichardS.MeyerH., Hövel, D., Hagen, T., Krull, J., & HennemannT. (2019).
Gestufte förderung in der grundschule [Grundschule Multi-tiered intervention in grade-school]. Prävention Und Gesundheitsförderung,
14, 237–241. https://doi.org/10.1007/s11553-018-0700-z
31.
HanischC.Freund-BraierI.HautmannC.JänenN.PlückJ.BrixG., Eichelberger, I., DoepfnerM. (2010).
Detecting effects of the indicated prevention programme for externalizing problem behaviour (PEP) on child symptoms, parenting, and parental quality of life in a randomized controlled trial. Behavioural and Cognitive Psychotherapy,
38, 95–112. https://doi.org/10.1017/S1352465809990440
32.
HanischC.HautmannC.PlückJ.EichelbergerI.DoepfnerM. (2014).
The prevention program for externalizing problem behavior (PEP) improves child behavior by reducing negative parenting: Analysis of mediating processes in a randomized controlled trial. Journal of Child Psychology and Psychiatry,
55, 473–484. https://doi.org/10.1111/jcpp.12177
33.
HanischC.RichardS.EichelbergerI.GreimelL.DoepfnerM. (2018). Schulbasiertes coaching bei kindern mit expansivem problemverhalten (SCEP) [School based coaching for children with externalizing problem behavior]. Göttingen:
Hogrefe.
34.
HautmannC.HanischC.MayerI.PlückJ.DoepfnerM. (2008).
Effectiveness of the prevention program for externalizing problem behavior (PEP) in children with symptoms of attention-deficit=hyperactivity disorder and oppositional defiant disorder – Generalization to the real world. Journal of Neural Transmission (Vienna, Austria: 1996),
115, 363–370. https://doi.org/10.1007/s00702-007-0866-6
35.
HautmannC.HoijtinkH.EichelbergerI.Görtz-DortenA.HanischC.PlückJ., Walter, D., & DoepfnerM. (2013).
Any indication for bias due to participation? Comparison of the effects of a parent management training rated by participating and non-participating parents. Clinical Psychology & Psychotherapy,
20, 384–393. https://doi.org/10.1002/cpp.1784
36.
HautmannC.HoijtinkH.EichelbergerI.HanischC.PlückJ.WalterD.DoepfnerM. (2009).
One-year follow-up of a parent management training for children with externalizing behaviour problems in the real world. Behavioural and Cognitive Psychotherapy,
37, 379–396. https://doi.org/10.1017/S135246580999021X
37.
HautmannC.SteinP.EichelbergerI.HanischC.PlückJ.WalterD.DoepfnerM. (2011).
The severely impaired do profit most: Differential effectiveness of a parent management training for children with externalizing behavior problems in a natural setting. Journal of Child and Family Studies,
20, 424–435. https://doi.org/10.1007/s10826-010-9409-0
38.
HeinrichsN.KliemS.HahlwegK. (2017).
Addendum to “four-year follow-up” of a randomized controlled trial of triple P group for parent and child outcomes. Prevention Science: The Official Journal of the Society for Prevention Research,
18, 491–503. https://doi.org/10.1007/s11121-017-0782-4
39.
HoagwoodK.HibbsE.BrentD.JensenP. (1995).
Introduction to the special section: Efficacy and effectiveness in studies of child and adolescent psychotherapy. Journal of Consulting and Clinical Psychology,
63, 683–687. https://doi.org/10.1037//0022-006x.63.5.683
40.
HodgsonK.HutchinsonA. D.DensonL. (2014).
Nonpharmacological treatments for ADHD: A meta-analytic review. Journal of Attention Disorders,
18, 275–282. https://doi.org/10.1177/1087054712444732
41.
HoxJ. J.MoerbeekM.van de SchootR. (2010). Multilevel analysis: Techniques and applications (2nd ed.).
Routledge.
42.
IBM. (2016). IBM SPSS statistics for windows, version 24.0.
43.
IseE.Görtz-DortenA.DoepfnerM. (2014).
Reliability and validity of teacher-rated symptoms of oppositional defiant disorder and conduct disorder in a clinical sample. Psychopathology,
47, 312–318. https://doi.org/10.1159/000362373
44.
IznardoM.RogersM. A.VolpeR. J.LabelleP. R.RobaeyP. (2017).
The effectiveness of daily behavior report cards for children with ADHD: A meta-analysis. Journal of Attention Disorders. Advance online publication. https://doi.org/10.1177/1087054717734646
45.
JacobsonN. S.TruaxP. (1991).
Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology,
59, 12–19. https://doi.org/10.1037//0022-006x.59.1.12
46.
JimmersonS. R.BurnsM. K.Van Der HeydenA. M. (2016). From response to intervention to multi-tiered systems of support: Advances in the science and practice of assessment and intervention. In: JimersonS. R.BurnsM.Van Der HeydenA. (Eds.), Handbook of response to intervention.
Springer. https://doi.org/10.1007/978-1-4899-7568-3_1
47.
KlassenR. M.TzeV. M. C. (2014).
Teachers’ self-efficacy, personality, and teaching effectiveness. A meta-analysis. Educational Research Review,
12, 59–76. https://doi.org/10.1016/J.EDUREV.2014.06.001
48.
LatoucheA. P.GascoigneM. (2017).
In-service training for increasing teachers’ ADHD knowledge and self-efficacy. Journal of Attention Disorders,
23, 270–212. https://doi.org/10.1177/1087054717707045
49.
LeflotG.van LierP. A. C.OnghenaP.ColpinH. (2013).
The role of children's on-task behavior in the prevention of aggressive behavior development and peer rejection: A randomized controlled study of the good behavior game in Belgian elementary classrooms. Journal of School Psychology,
51, 187–199. https://doi.org/10.1016/j.jsp.2012.12.006
50.
LegatoL. J. (2011). Effects of teacher factors on expectations of students with ADHD [Theses and Dissertations, Paper 66] College of Liberal Arts & Social Sciences. http://via.library.depaul.edu/etd/66
51.
LochmanJ. E.WellsK. C. (2003).
Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at 1-year follow-up. Behavior Therapy,
34, 493–515. https://doi.org/10.1016/S0005-7894(03)80032-1
52.
LoeI. M.FeldmanH. M. (2007).
Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology,
32, 643–654. https://doi.org/10.1093/jpepsy/jsl054
53.
LovibondP. F.LovibondS. H. (1995). Manual fort the depression anxiety stress scales.
Psychology Foundation.
McAleaveyA. A.YounS. J.XiaoH.CastonguayL. G.HayesJ. A.LockeB. D. (2019).
Effectiveness of routine psychotherapy: Method matters. Psychotherapy Research: Journal of the Society for Psychotherapy Research,
29, 139–156. https://doi.org/10.1080/10503307.2017.1395921
56.
MaasC. J. M.SnijdersT. A. B. (2003).
The multilevel approach to repeated measures for complete and incomplete data. Quality and Quantity,
37, 71–89. https://doi.org/10.1023/A:1022545930672
57.
MajorA.MartinussenR.WienerJ. (2013).
Self-efficacy for self-regulated learning in adolescents with and without attention deficit hyperactivity disorder (ADHD). Learning and Individual Differences,
27, 149–156. https://doi.org/10.1016/j.lindif.2013.06.009
58.
MichelsonD.DavenportC.DretzkeJ.BarlowJ.DayC. (2013).
Do evidence-based interventions work when tested in the “real world?” A systematic review and meta-analysis of parent management training for the treatment of child disruptive behavior. Clinical Child and Family Psychology Review,
16, 18–34. https://doi.org/10.1007/s10567-013-0128-0
59.
MillerF. G.LeeD. L. (2013).
Do functional behavioral assessments improve intervention effectiveness for students diagnosed with ADHD? A single-subject meta-analysis. Journal of Behavioral Education,
22, 253–282. https://doi.org/10.1007/s10864-013-9174-4
60.
MitchellR. R.TingstromD. H.DufreneB. A.Blake FordW.SterlingH. E. (2015).
The effects of the good behavior game with general-education high school students. School Psychology Review,
44, 191–207. https://doi.org/10.17105/spr-14-0063.1
61.
MooreD. A.RussellA. E.ArnellS.FordT. J. (2017).
Educators' experiences of managing students with ADHD: A qualitative study. Child: Care, Health and Development,
43, 489–498. https://doi.org/10.1111/cch.12448
62.
MurrayD. W.BussingR.FernandezM.HouW.WilsonC. G.SwansonJ. M.EybergS. M. (2008).
Psychometric properties of teacher SKAMP ratings from a community sample. Sage Journals,
16, 193–208. https://doi.org/10.1177/1073191108326924
63.
NashP.SchlösserA.ScarrT. (2016).
Teachers’ perception of disruptive behavior in schools: A psychological perspective. Emotional and Behavioural Difficulties,
21, 167–180. https://doi.org/10.1080/13632752.2015.1054670
64.
NathanP. E.StuartS. P.DolanS. L. (2000).
Research on psychotherapy efficacy and effectiveness: Between Scylla and Charybdis?Psychological Bulletin,
126, 964–981. https://doi.org/10A037//0033-2909A26.6.964
65.
OwensJ. S.HoldawayA. S.ZoromskiA. K.EvansS. W.HimawanL. K.Girio-HerreraE.MurphyC. E. (2012).
Incremental benefits of a daily report card intervention over time for youth with disruptive behavior. Behavior Therapy,
43, 848–861. https://doi.org/10.1016/j.beth.2012.02.002
66.
PfiffnerL. J.DuPaulG. J. (2015). Treatment of ADHD in school settings. In BarkleyR. A. (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. (4th ed., pp. 596–629).
Guilford.
67.
PinkelmanS.HornerR. (2017).
Improving implementation of function-based interventions: Self-monitoring, data collection, and data review. Journal of Positive Behavior Interventions,
19, 228–238. https://doi.org/10.1177/1098300716683634
68.
PlueckJ.WieczorrekE.Wolff-MetternichT.DoepfnerM. (2006). Präventionsprogramm für expansives problemverhalten (PEP): Ein manual für eltern- und erziehergruppen [Prevention program for externazing problem behavior]. Göttingen:
Hogrefe.
69.
PyleK.FabianoG. A. (2017).
Daily report card intervention and attention deficit hyperactivity disorder: A meta-analysis of singlecase studies. Exceptional Children,
83, 378–395. https://doi.org/10.1177/0014402917706370
70.
RaudenbushS. W.BrykA. S. (2002). Hierarchical linear models: Applications and data analysis methods.
Sage.
71.
ReddyL. A.DudekC. (2014).
Teacher progress monitoring of instructional and behavioral management practices: An evidence-based approach to improving classroom practices. International Journal of School & Educational Psychology,
2, 71–84. https://doi.org/10.1080/21683603.2013.876951
72.
RenshawT. L.LongA. C.CookC. R. (2015).
Assessing teachers positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association,
30, 289–305. https://doi.org/10.1037/spq0000112
73.
RodenackerK.HautmannC.Görtz-DortenA.DoepfnerM. (2017).
The factor structure of ADHD – Different models, analyses and informants in a bifactor framework. Journal of Psychopathology and Behavioral Assessment,
39, 92–102. https://doi.org/10.1007/s10862-016-9565-7
74.
SchwarzerR.SchmitzG. S. (1999). Skala zur Lehrer-Selbstwirksamkeit Scale of teacher self- efficacy. In SchwarzerR.JerusalemM. (Eds.), Skalen zur erfassung von lehrer-und schülermerkmalen (pp. 60f). Berlin:
Freie Universität.
SnijdersT.BoskerR. (2012). Multilevel modeling: An introduction to basic and advanced multilevel modeling (2nd ed.).
Sage.
77.
Sonuga-BarkeE. J. S.BrandeisD.CorteseS.DaleyD.FerrinM.HoltmannM., … European ADHD Guidelines Group. (2013).
Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. The American Journal of Psychiatry,
170, 275–289. https://doi.org/10.1176/appi.ajp.2012.12070991
78.
SpielC. F.EvansS. W.LangbergJ. M. (2014).
Evaluating the content of individualized education programs and 504 plans of young adolescents with attention deficit/hyperactivity disorder. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association,
29, 452–468. https://doi.org/10.1037/spq0000101
79.
SugaiG.HornerR. H. (2009).
Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality,
17, 223–237. https://doi.org/10.1080/09362830903235375
80.
SwansonJ. M. (1992). School-based assessments and interventions for ADD students.
KC Publishing.
van de VenR. M.BuitenwegJ. I. V.SchmandB.VeltmanD. J.AaronsonJ. A.NijboerT. C. W., Kruiper-Doesborgh, S. J. C., van Bennekom, C. A. M., Rasquin, S. M. C., Ridderinkhof, K. R. (2017).
Brain training improves recovery after stroke but waiting list improves equally: A multicenter randomized controlled trial of a computer-based cognitive flexibility training. Plos One,
12, e0172993. https://doi.org/10.1371/journal.pone.0172993
83.
VannestK. J.DavisJ. L.DavisC. R.MasonB. A.BurkeM. D. (2010).
Effective intervention for behavior with a daily behavior report card: A meta-analysis. School Psychology Review,
39, 654–672.
84.
VolpeR. J.FabianoG. A. (2013). Daily behavior report cards: An evidence-based system of assessment and intervention.
Guilford Press.
85.
WaschbuschD. A.BreauxR. P.BabinskiD. E. (2018).
School-based interventions for aggression and defiance in youth: A framework for evidence-based practice. School Mental Health,
11, 92–14. https://doi.org/10.1007/s12310-018-9269-0
86.
Webster-StrattonC. (2001). The incredible years: Parents, teachers, and children training series. In PfeifferS. I.ReddyL. A. (Eds.), Residential treatment for children & youth (vol.
18, pp. 31–45).
Haworth Press.
87.
WeissB.CatronT.HarrisV.PhungT. M. (1999).
The effectiveness of traditional child psychotherapy. Journal of Consulting and Clinical Psychology,
67, 82–94. https://doi.org/10.1037/0022-006X.67.1.82
88.
WeiszJ. R.JensenP. S. (1999).
Efficacy and effectiveness of child and adolescent psychotherapy and pharmacotherapy. Mental Health Services Research,
1, 125–157. https://doi.org/10.1023/A:1022321812352
