Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial

Abstract Background Childhood attention‐deficit/hyperactivity disorder (ADHD) is associated with several neurocognitive impairments. Whether these impairments influence the effectiveness of techniques that are commonly used in behavioral teacher training for ADHD has not been investigated so far. Me...

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Autores principales:	Anouck I. Staff, Jaap Oosterlaan, Saskia van derOord, Marsh Königs, Barbara J. van denHoofdakker, Marjolein Luman
Formato:	article
Lenguaje:	EN
Publicado:	Wiley 2021
Materias:	ADHD antecedent‐based techniques behavioral teacher training consequent‐based techniques microtrial neurocognitive functioning Pediatrics RJ1-570 Psychiatry RC435-571
Acceso en línea:	https://doaj.org/article/75611a8399ce441b89b6979ef8c00727
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spelling	oai:doaj.org-article:75611a8399ce441b89b6979ef8c007272021-11-23T06:05:44ZChild neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial2692-938410.1002/jcv2.12032https://doaj.org/article/75611a8399ce441b89b6979ef8c007272021-10-01T00:00:00Zhttps://doi.org/10.1002/jcv2.12032https://doaj.org/toc/2692-9384Abstract Background Childhood attention‐deficit/hyperactivity disorder (ADHD) is associated with several neurocognitive impairments. Whether these impairments influence the effectiveness of techniques that are commonly used in behavioral teacher training for ADHD has not been investigated so far. Method In this microtrial, teachers of 90 children with ADHD symptoms (6–12 years) were randomly assigned to a short intervention consisting of either antecedent‐based (stimulus‐control) techniques or consequent‐based (contingency management) techniques, or to a waitlist control condition. Primary outcome was the daily assessment of individually selected problem behavior, assessed pre‐ and post‐intervention. Potential neurocognitive moderators of treatment effect included teacher ratings of cognitive control, reward, and punishment sensitivity, and measures derived from computerized neurocognitive tasks, including attentional lapses, interference control, visuospatial working memory, and emotional functioning. Intervention condition by moderator interactions were assessed in separate multilevel mixed models. Results Lapses of attention, working memory, and emotional functioning interacted with intervention effectiveness. Antecedent‐based techniques were effective independent of these neurocognitive functions; consequent‐based techniques were (more) effective when these functions were more impaired. The effectiveness of techniques was neither related to interference control nor to teacher‐rated neurocognitive functioning. Conclusions This study showed that child neurocognitive functioning influences the effectiveness of behavioral teacher techniques for children with ADHD symptoms. Findings suggest that antecedent‐based techniques may be effective for all children, while consequent‐based techniques have added value particularly for children who suffer from low visuospatial working memory, low emotional functioning, and/or large numbers of attentional lapses.Anouck I. StaffJaap OosterlaanSaskia van derOordMarsh KönigsBarbara J. van denHoofdakkerMarjolein LumanWileyarticleADHDantecedent‐based techniquesbehavioral teacher trainingconsequent‐based techniquesmicrotrialneurocognitive functioningPediatricsRJ1-570PsychiatryRC435-571ENJCPP Advances, Vol 1, Iss 3, Pp n/a-n/a (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	ADHD antecedent‐based techniques behavioral teacher training consequent‐based techniques microtrial neurocognitive functioning Pediatrics RJ1-570 Psychiatry RC435-571
spellingShingle	ADHD antecedent‐based techniques behavioral teacher training consequent‐based techniques microtrial neurocognitive functioning Pediatrics RJ1-570 Psychiatry RC435-571 Anouck I. Staff Jaap Oosterlaan Saskia van derOord Marsh Königs Barbara J. van denHoofdakker Marjolein Luman Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial
description	Abstract Background Childhood attention‐deficit/hyperactivity disorder (ADHD) is associated with several neurocognitive impairments. Whether these impairments influence the effectiveness of techniques that are commonly used in behavioral teacher training for ADHD has not been investigated so far. Method In this microtrial, teachers of 90 children with ADHD symptoms (6–12 years) were randomly assigned to a short intervention consisting of either antecedent‐based (stimulus‐control) techniques or consequent‐based (contingency management) techniques, or to a waitlist control condition. Primary outcome was the daily assessment of individually selected problem behavior, assessed pre‐ and post‐intervention. Potential neurocognitive moderators of treatment effect included teacher ratings of cognitive control, reward, and punishment sensitivity, and measures derived from computerized neurocognitive tasks, including attentional lapses, interference control, visuospatial working memory, and emotional functioning. Intervention condition by moderator interactions were assessed in separate multilevel mixed models. Results Lapses of attention, working memory, and emotional functioning interacted with intervention effectiveness. Antecedent‐based techniques were effective independent of these neurocognitive functions; consequent‐based techniques were (more) effective when these functions were more impaired. The effectiveness of techniques was neither related to interference control nor to teacher‐rated neurocognitive functioning. Conclusions This study showed that child neurocognitive functioning influences the effectiveness of behavioral teacher techniques for children with ADHD symptoms. Findings suggest that antecedent‐based techniques may be effective for all children, while consequent‐based techniques have added value particularly for children who suffer from low visuospatial working memory, low emotional functioning, and/or large numbers of attentional lapses.
format	article
author	Anouck I. Staff Jaap Oosterlaan Saskia van derOord Marsh Königs Barbara J. van denHoofdakker Marjolein Luman
author_facet	Anouck I. Staff Jaap Oosterlaan Saskia van derOord Marsh Königs Barbara J. van denHoofdakker Marjolein Luman
author_sort	Anouck I. Staff
title	Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial
title_short	Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial
title_full	Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial
title_fullStr	Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial
title_full_unstemmed	Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial
title_sort	child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for adhd: moderator analyses from a randomized controlled microtrial
publisher	Wiley
publishDate	2021
url	https://doaj.org/article/75611a8399ce441b89b6979ef8c00727
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Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial

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