Teachers’ Impact on Psychosocial Treatment for Latinx Youth with ADHD

Abstract

This study examined the impact of teacher engagement in a psychosocial treatment for Latinx youth with attention-deficit/hyperactivity disorder (ADHD). Results revealed that teachers were equally engaged in treatment regardless of the source of the referral to treatment, indicating that teachers were motivated to work with students and families. Additionally, results indicated that referral source and teacher engagement in treatment were related to treatment outcomes. These findings indicate that higher-quality teacher intervention implementation is related to enhanced child and parent treatment outcomes in a Latinx sample. Results additionally revealed significant relationships among parental acculturation and treatment outcomes. Clinical implications are discussed.

Keywords:

• ADHD
• Latinx population
• treatment
• teachers
• youth

Disclosure statement

The authors report no conflicts of interest.

Notes

1 Given the significant correlations that emerged among child age, treatment type, and percentage DRCs correctly completed, an analysis of covariance also was conducted to examine mean differences in percentage DRCs correctly completed by referral source while accounting for these covariates. As the pattern of findings remained the same, the results of the t test are reported above.

Additional information

Funding

This research was supported by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health under Award Number R21HD078553 (awarded to Alyson Gerdes, PhD).