Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers

Shin Jeong Park; Wan Ju Park

doi:10.4040/jkan.2017.47.3.305

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Park and Park: Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers

Original Article

J Korean Acad Nurs 2017;47(3):305-318.

Published online: 15 January 2017

DOI: https://doi.org/10.4040/jkan.2017.47.3.305

Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers

Shin Jeong Park, Wan Ju Park

College of Nursing · The Research Institute of Nursing Science, Kyungpook National University, Daegu, Korea

Address reprint requests to : Park, Wan Ju College of Nursing · The Research Institute of Nursing Science, Kyungpook National University, 680, Gukchaebosang-ro, Jung-gu, Daegu 41944, Korea Tel: +82-53-420-4977 Fax: +82-53-425-1258 E-mail: wanjupark@knu.ac.kr

Received 17 October 2016 Revised 7 March 2017 Accepted 14 March 2017

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers.

Methods

Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20.

Results

The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD.

Conclusion

The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

Keywords: Program development, Attention deficit disorder with hyperactivity, Child, School teachers

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Figure 1.

Conceptual framework of this study.

Table 1.

Content of the Instructional Nursing Intervention Program

Sector	Session	Subject	Content	Time
Integrated under-	1	Understanding the	Orientation	60 min
standing of ADHD		characteristics and causes of	Prejudice toward ADHD
(Knowledge)		ADHD	Misunderstanding regarding ADHD
			Prejudice toward medical treatment for ADHD
			Screening strategy for ADHD
	2	Therapeutic classroom	Establishing locations for ADHD classes	60 min
		environment for ADHD	Knowledge regarding the selection of partners to sit next to
			children with ADHD in class
			Strategy for providing inclusive classes for children with ADHD
Preparing teachers for	3	Managing one’s own negative	Sharing teaching experiences and feelings of burnout involving	60 min
ADHD instruction		feelings	ADHD
(Attitude)			Understanding emotional processing of ADHD
	4	Therapeutic relationships with	Empathy for children with ADHD	60 min
		children with ADHD	Signals between teachers and children with ADHD
			Putting oneself in the shoes of children with ADHD
	5	Therapeutic teaching strategy	Establishing cooperative relationships between parents and	60 min
		for ADHD	teachers
			Educational program for parents
			Linking systems between children with ADHD, parents, hospitals
			and the community
Instructional strategy for	6	Strategies for improving peer	Coaching in understanding others' emotions	60 min
ADHD (Practice)		relationships and social skills	Coaching in adhering to rules
		in children with ADHD	Coaching in controlling emotion
	7	Strategies for acquiring	Coaching in self-regulation strategies	60 min
		autonomy for children with	Coaching in self-monitoring strategies
		ADHD	Coaching in self-reinforcement strategies
	8	Strategies for helping children	Coaching in academic strategies for establishing environments	60 min
		with ADHD to achieve	Coaching in academic strategies for attention span improvement
		academic skills	Coaching in academic strategies for motivational, cognitive, and
			behavioral regulation

Table 2.

Homogeneity of General Characteristics between the Experimental and Control Groups (N=70)

Characteristics	Categories	Exp. (n=35) n (%)	Cont. (n=35) n (%)	c² or t	p
Gender	Female	23 (65.7)	30 (85.7)	3.81	.051
	Male	12 (34.3)	5 (14.3)
Age (yr)	≤29	10 (28.6)	7 (20.0)	-0.39	.695
	30~39	8 (22.8)	12 (34.3)
	40≤	17 (48.6)	16 (45.7)
Marital status	Married	17 (48.6)	25 (71.4)	1.98	.052
	Single	18 (51.4)	10 (28.6)
Offspring	Yes	17 (48.6)	23 (65.7)	2.10	.147
	No	18 (51.4)	12 (34.3)
Religion	Yes	20 (57.2)	17 (48.6)	0.82	.414
	No	15 (42.8)	18 (51.4)
Education level	Undergraduate	27 (77.2)	30 (85.7)	-0.91	.364
	Graduate	8 (22.8)	5 (14.3)
Teaching years (yr)	≤9	22 (62.9)	13 (37.1)	1.49	.140
	10~19	5 (14.3)	9 (25.8)
	20≤	8 (22.8)	13 (37.1)
Grade in charge	1~2	9 (25.8)	14 (40.0)	17.06	.004
	3~4	11 (31.4)	10 (28.6)
	5~6	15 (42.8)	11 (31.4)
Experience of taking education training	Yes	8 (22.8)	23 (65.7)	13.03	<.001
	No	27 (77.2)	12 (34.3)

Exp.=Experimental group; Cont.=Control group.

Table 3.

Homogeneity of Pretest Study Variables (N=70)

Variables	Categories	Range	Exp. (n=35)	Cont. (n=35)	t	p
			M±SD	M±SD
Knowledge about ADHD	Characteristics	0~15	9.14±2.58	7.83±2.05	-2.36	.021
	Symptom/Diagnosis	0~9	5.80±1.51	5.83±1.22	0.09	.931
	Treatment	0~12	7.14±2.07	7.71±1.38	1.36	.180
	Total	0~18	22.09±5.16	21.37±3.57	-0.67	.503
Attitude about ADHD	Cognitive component	1~5	2.97±0.50	2.99±0.32	0.23	.822
	Affective component	1~5	3.29±0.43	3.04±0.55	-2.14	.036
	Behavioral component	1~5	3.59±0.46	3.56±0.43	-0.22	.830
	Total	1~5	3.25±0.36	3.17±0.31	-0.96	.343
Practice of instructional	Environmental control in classroom	1~4	2.72±0.48	2.87±0.44	1.38	.171
intervention	Teaching control	1~4	2.57±0.50	2.62±0.48	0.41	.683
	Total	1~4	2.64±0.47	2.74±0.43	0.93	.357
K-ARS of students	Inattention	0~27	16.58±5.52	18.12±5.22	1.20	.235
	Hyperactivity-impulsivity	0~27	14.49±5.50	17.03±5.33	1.96	.054
	Total	0~54	31.07±10.24	35.15±10.00	1.69	.097

Exp.=Experimental group; Cont.=Control group; K-ARS=Korean ADHD rating scale.

Table 4.

Comparison of Study Variables between the Experimental and Control Groups (N=70)

Variables	Categories	Group	Pre-test	Post-test	F*	p
			M±SD	M±SD
Knowledge about ADHD	Characteristics	Exp. (n=35)	9.14±2.58	10.14±1.94	2.85	.096
		Cont. (n=35)	7.83±2.05	9.00±4.17
	Symptom/Diagnosis	Exp. (n=35)	5.80±1.51	6.54±1.58	14.08	<.001
		Cont. (n=35)	5.83±1.22	4.49±2.85
	Treatment	Exp. (n=35)	7.14±2.07	8.51±1.82	5.15	.027
		Cont. (n=35)	7.71±1.38	7.14±3.81
	Total	Exp. (n=35)	22.09±5.16	25.20±4.10	7.16	.010
		Cont. (n=35)	21.37±3.57	20.63±10.31
Attitude about ADHD	Cognitive component	Exp. (n=35)	2.97±0.50	3.39±0.47	11.42	.001
		Cont. (n=35)	2.99±0.32	3.09±0.37
	Affective component	Exp. (n=35)	3.29±0.43	3.35±0.43	6.74	.012
		Cont. (n=35)	3.04±0.55	3.04±0.52
	Behavioral component	Exp. (n=35)	3.59±0.46	3.84±0.53	9.22	.003
		Cont. (n=35)	3.56±0.43	3.58±0.39
	Total	Exp. (n=35)	3.25±0.36	3.51±0.34	22.83	<.001
		Cont. (n=35)	3.17±0.31	3.21±0.34
Practice of instructional	Environment control in classroom	Exp. (n=35)	2.72±0.48	3.06±0.51	6.21	.015
intervention		Cont. (n=35)	2.87±0.44	2.85±0.53
	Teaching control	Exp. (n=35)	2.57±0.50	2.85±0.58	2.14	.148
		Cont. (n=35)	2.62±0.48	2.71±0.53
	Total	Exp. (n=35)	2.64±0.47	2.96±0.51	4.29	.043
		Cont. (n=35)	2.74±0.43	2.78±0.52
K-ARS of students	Inattention	Exp. (n=35)	16.58±5.52	15.86±6.05	3.13	.081
		Cont. (n=35)	18.12±5.22	17.77±4.55
	Hyperactivity-impulsivity	Exp. (n=35)	14.49±5.50	14.07±5.02	4.79	.032
		Cont. (n=35)	17.03±5.33	17.07±5.65
	Total	Exp. (n=35)	31.07±10.24	29.93±10.50	4.34	.041
		Cont. (n=35)	35.15±10.00	34.84±9.58

Exp.=Experimental group; Cont.=Control group; K-ARS=Korean ADHD rating scale. ^*ANCOVA after adjusted by grade in charge, experience of taking education training, knowledge about ADHD characteristics, affective component of attitude about ADHD in pre-test value.

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