Taylor & Francis (Routledge)
Child & Family Behavior Therapy
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.
Grace, Margaret; Kapke, Theresa Lauer; and Gerdes, Alyson C., "Teachers’ Impact on Psychosocial Treatment for Latinx Youth with ADHD" (2021). Psychology Faculty Research and Publications. 538.
ADA Accessible Version
Accepted version. Child & Family Behavior Therapy, Vol. 43, No. 4 (October 2021): 225-257. DOI. © 2021 Taylor & Francis (Routledge). Used with permission.