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

项目总结 学校是ADHD儿童获得循证证据的可及和生态有效的环境 减少症状和改善功能的干预措施。课堂行为管理干预措施 是对患有ADHD的小学生的公认的治疗方法。的随机试验 行为课堂管理干预表明，它们减少了破坏性行为 改善ADHD儿童的症状和学习成绩。教师如何贯彻落实这些原则 实践通常低于推荐的标准。我们的初步工作表明，在要求苛刻的 在公立学校资源不足的背景下，即使教师打算实施EBPS，他们也往往举步维艰 要做到这一点。因此，重要的是要了解并针对这两个因素，促进教师的意图 执行EBP，以及那些促进其按其意图采取行动的能力的EBP。此K23应用程序 建议反复开发和试行一套关键实施战略，以促进教师的 对有ADHD症状的儿童实施行为课堂干预。研究计划 将解决三个具体目标：(1)使用观察、访谈和调查来检查延展性 教师对ADHD儿童使用行为课堂干预的影响因素； 与社区利益相关方合作，反复开发和完善关键资源包 促进教师使用行为课堂管理干预措施的实施策略；(3)试点 测试实施策略资源包，以在小规模类型3混合动力车中演示可行性 审判。初步研究的主要结果将是可接受性、适当性和可行性。 教师使用行为课堂管理干预与儿童ADHD症状和功能 减损。研究提案支持一项培训计划，以增加PI在三个领域的专门知识：(1) 以学校为基础的ADHD干预措施；(2)采用混合方法制定量身定制的实施战略； (3)基于学校的混合式实施效果试验。

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.