Lauth-Lebens, Morena and Lauth, Gerhard (2019). Identifying Symptom Critical and Stressful School Situations of Children with Attention Deficit Hyperactivity Disorder: Challenging Classroom Behavior and Teacher Strain. Verhaltenstherapie, 29 (4). S. 234 - 244. BASEL: KARGER. ISSN 1423-0402

Full text not available from this repository.


Background: Children with a diagnosed attention deficit hyperactivity disorder (ADHD) exhibit a generalized cluster of inattentive, hyperactive and impulsive behavior. These behavioral symptoms frequently manifest themselves in the school setting, where they are perceived as demanding conduct problems. Not surprisingly, ADHD-related behavior is associated with an increase in teacher strain. Materials and Methods: A total of 451 class teachers rated the problematic and stress-inducing behaviors of 740 school children. They were aged 6-12 years (mean 8.45 years) and rated by their teachers with an inventory consisting of 22 typical school situations and a ten-point rating scale. Additionally, teachers administered an ADHD symptom screening and completed a rating scale for teaching self-efficacy. Children were subdivided into a clinical (diagnosed ADHD), an at-risk (challenging behavior), and a typically developed control group (N = 740). Results: The results derived from factor analysis indicate a three-factorial solution for both the behavioral problems and the teacher strain scale. Each of the factors relates to specific behavioral conditions (interactional, instructional, and individualized demands). On both scales, interactional demands explain the majority of variance (about 53%). Essentially, the factors represent internally consistent subscales. High correlations of the two rating scales between each other (r = 0.92) and with the number of ADHD symptoms underscore their criterion validity (r = 0.76 and r = 0.81). Children from the clinical and the at-risk group scored significantly higher than typically developed controls on each of the three subscales. Interestingly, the highest problem behavior and teacher strain scores were reported for children from the at-risk rather than the clinical group. Conclusion: Overall, the present inventory is characterized by sufficiently satisfying psychometric properties of discriminatory power and internal homogeneity. It can be utilized to identify critical situations in the school and develop targeted interventions (e.g., teacher counselling, teacher training, prevention of problem behavior). (C) 2019 S. Karger AG, Basel

Item Type: Journal Article
CreatorsEmailORCIDORCID Put Code
URN: urn:nbn:de:hbz:38-125495
DOI: 10.1159/000498974
Journal or Publication Title: Verhaltenstherapie
Volume: 29
Number: 4
Page Range: S. 234 - 244
Date: 2019
Publisher: KARGER
Place of Publication: BASEL
ISSN: 1423-0402
Language: German
Faculty: Unspecified
Divisions: Unspecified
Subjects: no entry
Uncontrolled Keywords:
VARIABILITY; HOMEMultiple languages
Psychology, Clinical; PsychiatryMultiple languages
Refereed: Yes


Downloads per month over past year



Actions (login required)

View Item View Item