Promoting Implementation of Behavioral Classroom Interventions for Children with ADHD in Urban Schools

项目摘要 学校是一个无障碍和生态有效的环境，为ADHD儿童提供基于证据的教育。 干预措施，以减轻症状和改善功能。行为课堂管理干预 是针对小学学龄儿童多动症的成熟治疗方法。随机试验 行为课堂管理干预表明，他们减少破坏性行为， 症状和改善ADHD儿童的学业成绩。教师实施这些 通常低于推荐标准。我们的初步工作表明，在要求 在资源不足的公立学校的背景下，即使教师打算实施EBP， 这样做.因此，重要的是要了解和针对这两个因素，促进教师的意图， 执行增强能力方案以及那些促进其按照其意图采取行动的能力的方案。K23应用 建议反复制定和试点测试一套关键的实施战略，促进教师的 对有ADHD症状的儿童实施行为课堂干预。研究计划 我将致力于三个具体目标：（1）使用观察，访谈和调查来检查可塑性 教师对ADHD症状儿童使用行为课堂干预的决定因素;（2） 与社区利益相关者合作，反复开发和完善关键资源包 实施策略，以促进教师使用行为课堂管理干预措施;（3）试点 测试实施策略资源包，以证明在小型3型混合动力车中的可行性 审判初步研究的主要结果将是观察到的可接受性、适当性和可行性 教师使用行为课堂管理干预措施，与儿童多动症症状和功能 损伤该研究建议支持一项培训计划，以提高PI在三个领域的专业知识：（1） （2）采用混合方法制定有针对性的实施策略; （3）校本混合实施效果试验。

PROJECT SUMMARY Schools are an accessible and ecologically valid setting for children with ADHD to receive evidence-based interventions to reduce symptoms and improve functioning. Behavioral classroom management interventions are well-established treatments for elementary-school age children with ADHD. Randomized trials of behavioral classroom management interventions demonstrate that they decrease disruptive behavior symptoms and improve academic outcomes for children with ADHD. Teachers' implementation of these practices is often lower than recommended standards. Our preliminary work suggests that in the demanding context of under-resourced public schools, even when teachers intend to implement EBPs, they often struggle to do so. As such, it is important to understand and target both factors that promote teachers' intentions to implement EBPs, as well as those that promote their ability to act on their intentions. This K23 application proposes to iteratively develop and pilot test a set of key implementation strategies that promote teachers' implementation of behavioral classroom interventions for children with symptoms of ADHD. The research plan will address three specific aims: (1) Use observations, interviews, and surveys to examine malleable determinants of teachers' use of behavioral classroom interventions for children with ADHD symptoms; (2) Partner with community stakeholders to iteratively develop and refine a resource package of key implementation strategies to promote teacher use of behavioral classroom management interventions; (3) Pilot test the implementation strategy resource package to demonstrate feasibility in a small-scale Type 3 Hybrid Trial. The primary outcomes of the pilot study will be acceptability, appropriateness and feasibility, observed teacher use of behavioral classroom management interventions, and child ADHD symptoms and functional impairment. The research proposal supports a training plan to increase the PI's expertise in three areas: (1) School-based interventions for ADHD; (2) Developing tailored implementation strategies using mixed-methods; and (3) School-based hybrid implementation-effectiveness trials.