A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms
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Updated: Mar 18, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
Published on: June 12, 2020
Betty Veenman1, Marjolein Luman1, Jan Hoeksma1
11 Vrije Universiteit Amsterdam, The Netherlands.
Objective:
This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs.
Method:
Primary school children with ADHD symptoms ( N = 114) were randomly assigned to the PR program ( n = 58) or control group ( n = 56). Teacher and parent ratings were used to assess behavioral, social, and emotional functioning at baseline, during and after the intervention. Intervention effects were assessed using intention-to-treat multilevel analyses.
Results:
Teachers reported positive effects on ADHD symptoms and social skills (.01 < f2 > .36). Effects did not generalize to the home setting.
Conclusion:
The PR program holds promise for improving classroom behavior in children with ADHD symptoms and might prevent escalation of problem behavior.
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