The effectiveness of behavioral teacher training techniques for children with (symptoms of) attention-deficit/hyperactivity disorder.

INTERVENTION: This study has three arms: an antecedent techniques training, a consequent techniques training, and a waiting list. ‐ The antecedent techniques training consists of two sessions (one face‐to‐face session of two‐and‐a‐half hours and one Skype session of one hour) with the teacher(s), spread over two weeks, in which the teacher(s) will be given psycho‐education and will be trained in antecedent techniques that are common in behavioral teacher training (e.g., providing structure, giving clear instructions). After the first training session, teachers will implement these techniques in the classroom for four weeks. ‐ The consequent techniques training consists of two sessions (one face‐to‐face session of two‐and‐a‐half hours and one Skype session of one hour) with the teacher(s), spread over two weeks, in which the teacher(s) will be given psycho‐education and will be trained in consequent techniques that are common in behavioral teacher training (e.g., reinforcement techniques, planned ignoring). After the first training session, teachers will implement these techniques in the classroom for four weeks. ‐ A waiting list control condition of five weeks without training. After post‐training assessment two, teachers will get treatment as usual. CONDITION: Behavioral problems, Children, ADHD, Teacher training ; ; PRIMARY OUTCOME: The primary outcome of this study will consist of daily assessments of problem behaviors. Teachers will be asked to select four target behaviors in specific situations. During baseline, post measurement 1 and 2, during five consecutive school days, daily phone calls will be made by the investigational team, in which teachers will be asked if the target behaviors were present in the past school day in the specific situations and, if yes, to provide severity ratings of these behaviors on a 5‐point scale. SECONDARY OUTCOME: ‐ Inattentive and hyperactive/impulsive behaviors (Strengths and Weaknesses of ADHD Symptoms and Normal behavior rating scales [SWAN; Swanson et al., 2012]). ; ; ‐Oppositional defiant behavior of the child (ODD scale of the Disruptive Behavior Rating Disorder Scale‐Teacher Version [DBD; Pelham, Gnagy, Greenslade, & Milich, 1992; Oosterlaan, Scheres, Antrop, Roeyers, & Sergeant, 2008]). ; ; ‐ Behavioral and emotional functioning of the child (Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997]). ; ; ‐ Behavioral observations of inattentive, hyperactive and disruptive behaviors and teacher behavior by independent raters (GUCCI coding system [Imeraj, Antrop, Sonuga‐Barke, Deboutte, Deschepper, Bal, & Roeyers, 2013; Imeraj, Antrop, Roeyers, Deboutte, Deschepper, Bal, & Sonuga‐Barke, 2016]). ; ; ‐ Impairment of the child at school (Impairment Rating Scale ¨C Teachers [IRS‐T‐NL; Fabiano et al., 2006]) INCLUSION CRITERIA: 1. The child has a DSM‐5 or DSM‐IV‐TR based (sub)clinical classification (e.g. at least three out of nine clinical symptoms on one of the two scales) of ADHD at school, confirmed with the Teacher Telephone Interview for attention‐deficit/hyperactivity disorder and related disorders, ¨C DSM‐IV version (TTI‐IV; Tannock, Hum, Masellis, Humphries & Schachar, 2002) and a (sub)clinical classification on the Inattention and/or Hyperactivity/Impulsivity scale of the Disruptive Behavior Rating Disorder Scale ¨CTeacher version (DBD; Pelham, Gnagy, Greenslade, & Milich, 1992; Oosterlaan, Scheres, Antrop, Roeyers, & Sergeant, 2008). 2. The child attends a regular primary school and is six to thirteen years old (group 3 to 8). 3. The teacher is willing and able to participate in the training and study. 4. The child has an (estimated) IQ = 70. 5. The child is not taking (psychotropic) medication or has been off medication for at least one mo