Skip to main content
SpringerLink
Log in

Pilotstudie van de ADHD toolkit: een gedragsveranderende interventie voor kinderen met ADHD-problemen op de basisschool

  • Artikelen
  • Published:
Kind & Adolescent

Samenvatting

Inleiding

Dit artikel rapporteert over een gerandomiseerd gecontroleerde studie van een gedragsveranderende interventie in het reguliere lager onderwijs voor kinderen met symptomen van een aandachtstekortstoornis met hyperactiviteit (ADHD). De ADHD toolkit is een systematisch werkinstrument voor leerkracht en leerling dat probleemgedrag in kaart brengt en terugkoppelt naar de leerling, waarbij met toenemende intensiteit meer passend gedrag wordt ingeoefend, gekoppeld aan positieve bekrachtiging.

Methode

Honderdenzes leerlingen tussen vijf en twaalf jaar oud werden gerekruteerd uit zeven Vlaamse scholen en werden via randomisatie over een interventiegroep en een wachtlijst-controlegroep verdeeld. De uitkomstmaten waren de beoordeling door de leerkracht van de ADHD-symptomen (primair) en de oppositioneel opstandige gedragsproblemen (secundair).

Resultaten

Ondanks een positieve appreciatie van het instrument, kon de studie geen significant verschil aantonen tussen de interventie- en de controlegroep betreffende de primaire en secundaire uitkomstmaten.

Conclusie

Deze pilotstudie draagt bij tot de vaststelling dat ADHD-gedrag moeilijk veranderbaar is, zoals recent ook uit meta-analyses is gebleken.

Abstract

Pilot study of the ADHD Toolkit: a behavior modification toolkit for primary school children with ADHD symptoms.

Objective

A randomised controlled trial of a classroom behavior modification intervention for children with ADHD symptoms implemented in mainstream education. The ADHD toolkit is a teacher-pupil oriented tool that applies a systematic approach of increased intensity of monitoring and feedback of target problem behaviors causing impairment, and training more appropriate behavior using positive reinforcement strategies.

Method

One hundred and six pupils aged five to twelve years old were selected from seven different schools across Flanders and were randomised to the ADHD toolkit intervention or a waiting list control group. The outcome parameters were the teacher ratings of the pupil’s ADHD symptoms (primary) and oppositional defiant disorder (ODD) symptoms (secondary).

Results

This study found no significant difference in teacher rated ADHD or ODD symptoms between the intervention and control group, despite a positive appreciation of the instrument.

Conclusion

This pilot study contributes to the overall conclusion from recent meta-analyses that ADHD behaviors are not very susceptible to change.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Figuur 1
Figuur 2
Figuur 3
Figuur 4
Figuur 5

Literatuur

  • Barkley, R. A., Shelton, T. L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., & Metevia, L. (2000). Multi-method psycho-educational intervention for preschool children with disruptive behavior: preliminary results at post-treatment. Journal of Child Psychology and Psychiatry, 41, 319–332. doi:10.1111/1469-7610.00616.

    Article  PubMed  Google Scholar 

  • Bloomquist, M. L., August, G. J., & Ostrander, R. (1991). Effects of a school-based cognitive-behavioral intervention for ADHD children. Journal of Abnormal Child Psychology, 19, 591–605. doi:10.1007/BF00925822.

    Article  PubMed  Google Scholar 

  • Bor, W., Sanders, M. R., & Markie-Dadds, C. (2002). The effects of the triple P‑positive parenting program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties. Journal of Abnormal Child Psychology, 30, 571–587. doi:10.1023/A:1020807613155.

    Article  PubMed  Google Scholar 

  • Braswell, L., August, G. J., Bloomquist, M. L., Realmuto, G. M., Skare, S. S., & Crosby, R. D. (1997). School-based secondary prevention for children with disruptive behavior: initial outcomes. Journal of Abnormal Child Psychology, 25, 197–208. doi:10.1023/A:1025743931731.

    Article  PubMed  Google Scholar 

  • Daley, D., Oord, S. van der, Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., & Sonuga-Barke, E. J. S. (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. doi:10.1016/j.jaac.2014.05.013.

    Article  PubMed  Google Scholar 

  • Danckaerts, M., & Dewitte, I. (2009). De ADHD toolkit. http://www.uzleuven.be/adhd-toolkit

    Google Scholar 

  • DuPaul, G. J., Power, T. J., McGoey, K. E., Ikeda, M. J., & Anastopoulos, A. D. (1998). Reliability and validity of parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms. Journal of Psychoeducational Assessment, 16, 55–68. doi:10.1177/073428299801600104.

    Article  Google Scholar 

  • Egger, M., Jüni, P., & Bartlett, C. (2001). Value of flow diagrams in reports of randomized controlled trials. Journal of the American Medical Association, 285, 1996–1999. doi:10.1001/jama.285.15.1996.

    Article  PubMed  Google Scholar 

  • Evans, S. W., Schultz, B. K., Demars, C. E., & Davis, H. (2011). Effectiveness of the challenging horizons after-school program for young adolescents with ADHD. Behavior Therapy, 42, 462–474. doi:10.1016/j.beth.2010.11.008.

    Article  PubMed  PubMed Central  Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Cunningham, C. E., Yu, J., Gangloff, B., Buck, M., Linke, S., Gormley, M., & Gera, S. (2012). A waitlist-controlled trial of behavioral parent training for fathers of children with ADHD. Journal of Clinical Child and Adolescent Psychology, 41, 337–345. doi:10.1080/15374416.2012.654464.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hutchings, J., Gardner, F., Bywater, T., Daley, D., Whitaker, C., Jones, K., Eames, C., & Edwards, R. T. (2007). Parenting intervention in sure start services for children at risk of developing conduct disorder: pragmatic randomized controlled trial. British Medical Journal, 334, 678–682. doi:10.1136/bmj.39126.620799.55.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ise, E., Görtz-Dorten, A., & Döpfner, M. (2014). Reliability and validity of teacher-rated symptoms of oppositional defiant disorder and conduct disorder in a clinical sample. Psychopathology, 47, 312–318. doi:10.1159/000362373.

    Article  PubMed  Google Scholar 

  • Kazdin, A. E. (1997). Parent management training: evidence, outcomes, and issues. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1349–1356. doi:10.1097/00004583-199710000-00016.

    Article  PubMed  Google Scholar 

  • Mash, E. J., & Barkley, R. A. (2006). Treatment of childhood disorders (3rd. ed.). New York, NY: Guilford Press.

    Google Scholar 

  • MTA Cooperative Group (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56, 1073–1086. doi:10.1001/archpsyc.56.12.1073.

    Article  Google Scholar 

  • National Institute for Health and Care Excellence [NICE] (2008). Attention deficit hyperactivity disorder: diagnosis and management of ADHD in children, young people and adults. (national clinical practice guideline number 72). http://www.nice.org.uk/guidance/cg72

    Google Scholar 

  • Oosterlaan, J., Scheres, A., Antrop, I., Roeyers, H., & Sergeant, J. (2000). Handleiding bij de vragenlijst voor gedragsproblemen bij kinderen (VvGK). Lisse: Swets en Zeitlinger.

    Google Scholar 

  • Owens, J., & Hoza, B. (2003). Diagnostic utility of DSM-IV-TR symptoms in the prediction of DSM-IV-TR ADHD subtypes and ODD. Journal of Attention Disorders, 7, 11–27. doi:10.1177/108705470300700102.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218. doi:10.1097/00004583-199203000-00006.

    Article  PubMed  Google Scholar 

  • Shaw, M., Hodgkins, P., Caci, H., Young, S., Kahle, J., Woods, A. G., & Arnold, L. E. (2012). A systematic review and analysis of long-term outcomes in attention deficit hyperactivity disorder: effects of treatment and non-treatment. BMC Medicine, 10, 99–113. doi:10.1186/1741-7015-10-99.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sonuga-Barke, E. J. S., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M., Stevenson, J., Danckaerts, M., Oord, S. van der, Döpfner, M., Dittmann, R. W., Simonoff, E., Zuddas, A., Banaschewski, T., Buitelaar, J., Coghill, D., Hollis, C., Konofal, E., Lecendreux, M., Wong, I. C., & Sergeant, J. (2013). Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. American Journal of Psychiatry, 170, 275–289. (European ADHD guidelines group) doi:10.1176/appi.ajp.2012.12070991.

    Article  PubMed  Google Scholar 

  • Sonuga-Barke, E. J. S., & Halperin, J. M. (2010). Developmental phenotypes and causal pathways in attention deficit/hyperactivity disorder: potential targets for early intervention? Journal of Child Psychology and Psychiatry, 51, 368–389. doi:10.1111/j.1469-7610.2009.02195.x.

    Article  PubMed  Google Scholar 

  • Thapar, A., & Cooper, M. (2016). Attention deficit hyperactivity disorder. Lancet, 387(10024), 1240–1250. doi:10.1016/S0140-6736(15)00238-X.

    Article  PubMed  Google Scholar 

  • Webster-Stratton, C. H., Reid, M. J., & Beauchaine, T. (2011). Combining parent and child training for young children with ADHD. Journal of Clinical Child and Adolescent Psychology, 40, 191–203. doi:10.1080/15374416.2011.546044.

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Dankbetuiging

Graag bedanken we Chiara Bernagie voor haar hulp bij het invoeren van de data in SPSS.

Author information

Authors and Affiliations

  1. dienst kinder- en jeugdpsychiatrie, UPC KU Leuven, Herestraat 49, 3000, Leuven, België

    M. Danckaerts

  2. ASO kinder- en jeugdpsychiatrie, UPC KU Leuven, Leuven, België

    L. Geudens

  3. Orthopedagoge en gedragstherapeute, dienst kinder- en jeugdpsychiatrie, UPC KU Leuven, Leuven, België

    I. Dewitte

  4. Klinisch psycholoog en gedragstherapeut, dienst kinder- en jeugdpsychiatrie, UPC KU Leuven, Leuven, België

    J. Lemiere

  5. Onderzoekspsycholoog, UPC KU Leuven, campus Kortenberg, Kortenberg, België

    M. Wampers

Authors
  1. L. Geudens
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. I. Dewitte
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. J. Lemiere
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. M. Wampers
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. M. Danckaerts
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to M. Danckaerts.

Ethics declarations

Melding van een potentieel belangenconflict

Prof. dr. Marina Danckaerts en Mw. I. Dewitte zijn de ontwerpers van de ADHD toolkit, die in deze studie voorwerp van onderzoek was.

Additional information

Relevante website: http://www.uzleuven.be/adhd-toolkit

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Geudens, L., Dewitte, I., Lemiere, J. et al. Pilotstudie van de ADHD toolkit: een gedragsveranderende interventie voor kinderen met ADHD-problemen op de basisschool. Kind Adolesc 37, 69–83 (2016). https://doi.org/10.1007/s12453-016-0115-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12453-016-0115-6

Trefwoorden

Keywords

Search

Navigation