Teachers’ Impact on Psychosocial Treatment for Latinx Youth with ADHD

Authors

Margaret Grace, Children’s Hospital of MinnesotaFollow
Theresa Lauer Kapke, Medical College of WisconsinFollow
Alyson C. Gerdes, Marquette UniversityFollow

Document Type

Article

Publication Date

10-2021

Publisher

Taylor & Francis (Routledge)

Source Publication

Child & Family Behavior Therapy

Source ISSN

0731-7017

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.

Comments

Accepted version. Child & Family Behavior Therapy, Vol. 43, No. 4 (October 2021): 225-257. DOI. © 2021 Taylor & Francis (Routledge). Used with permission.

Recommended Citation

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.
https://epublications.marquette.edu/psych_fac/538