An Analysis of Teacher Investment in the Context of a Family–School Intervention for Children with ADHD |
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Authors: | Thomas J Power Stephen L Soffer Jennifer A Mautone Tracy E Costigan Heather A Jones Angela T Clarke Stephen A Marshall |
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Institution: | (1) University of Pennsylvania, Philadelphia, PA, USA;(2) The Children’s Hospital of Philadelphia, Room 1471, 3535 Market St, Philadelphia, PA 19104, USA;(3) West Chester University, West Chester, USA |
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Abstract: | Intervention researchers have often failed to assess treatment integrity; when integrity is examined, the focus is typically
on whether the steps of intervention have been applied and not on quality of implementation. In the few studies that have
investigated intervention quality, the emphasis has been on how intervention is delivered and not how it is received or the
degree of participant engagement. This study was designed to examine participant engagement, specifically teacher investment,
in the context of family interventions for children with attention-deficit/hyperactivity disorder (ADHD) that were linked
with the school. The interventions included Family–School Success (FSS), a program that engages families and schools in a
problem solving partnership, and Coping with ADHD through Relationships and Education (CARE), a program designed to provide
education and support to families. Participants included the families and teachers of children in grades 2 through 6; 45 sets
of families and teachers participated in FSS and 48 were in CARE. The Teacher Investment Questionnaire (TIQ) was designed
to assess teacher engagement in intervention. The TIQ is a rating scale for clinicians to be completed during and after treatment.
The findings provided support for the reliability and validity of the TIQ. Level of teacher involvement was demonstrated to
decline with advancing grade level for FSS, but not CARE. Parent ratings of the quality of the family–school relationship
as well as the level of teacher support for homework, assessed at baseline, were shown to be significantly related to clinician
ratings of teacher investment post-intervention. The findings highlight the importance of assessing participant engagement
in intervention. Strategies to refine the assessment of teacher investment were discussed. |
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Keywords: | Teacher engagement Family– school collaboration Intervention |
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