Efficacy of teacher in-service training for attention-deficit/hyperactivity disorder.

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Bibliographic Details
Title:	Efficacy of teacher in-service training for attention-deficit/hyperactivity disorder.
Authors:	Jones, Heather A., Chronis-Tuscano, Andrea
Source:	Psychology in the Schools. Dec2008, Vol. 45 Issue 10, p918-929. 12p. 2 Charts.
Subjects:	Attention-deficit hyperactivity disorder, In-service training of teachers, Behavior modification for problem children, Behavior modification, Behavior disorders in children
Geographic Terms:	Washington (D.C.), United States
Abstract:	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 1 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. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	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 1 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. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]
ISSN:	00333085
DOI:	10.1002/pits.20342