PAINT-T Microtrial
In the PAINT-T Microtrial, we investigated the effectiveness of different behavioral techniques (antecedent and consequent techniques) that teachers learn in a teacher training program. This study showed that both types of techniques reduced behavioral problems in children. Therefore, we developed a new brief teacher training that combines both types of techniques.
What is the goal of the study?
In the PAINT-T Microtrial, we examined the effectiveness of various behavioral techniques of behavioral teacher training for children with ADHD symptoms. We aimed to determine which techniques work best: antecedent techniques or consequent techniques. To this end, we developed a brief "crash course." In this crash course, teachers learn techniques to elicit desired behavior from their students (antecedent techniques) or techniques to reinforce desired behavior from their students (consequent techniques). In addition to researching the effectiveness of different techniques, this study also focused significantly on video analyses to analyze classroom observations of children with and without ADHD symptoms. We also examined teacher behavior towards children with and without ADHD symptoms and explored the role of the teacher-student relationship in this context.
How is the study structured?
To investigate this, we compared three groups. Teachers were randomly assigned to one of three groups: the antecedent crash course, the consequent crash course, or a waitlist of five weeks. Through daily phone calls just before, immediately after, and three months after the training, we assessed whether specific problem behavior had decreased.
How far along is the study?
The research has now been completed. A total of 90 teachers from across the Netherlands participated. The results have been published in scientific journals and presented at (inter)national conferences. Teachers were enthusiastic about the training, and we found positive results from both training types (antecedent and consequent interventions) in reducing specific problem behavior and ADHD symptoms, as measured by standardized questionnaires, both at the post-test and follow-up.