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

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.

Effects of Cognitive Behavioral Therapy on Attention Deficit Hyperactivity Disorder among School-aged Children in Korea: A Meta-Analysis

PURPOSE: This study was a meta-analysis designed to identify effects of Cognitive Behavioral Therapy (CBT) interventions in alleviating main symptoms of Attention Deficit Hyperactivity Disorder (ADHD) among school-aged children in Korea. METHODS: Examination of several databases including Research Information Sharing Service, Korean Studies Information Service System, Data Base Periodical Information Academic and hand-searched article references, resulted in identification of 1,298 studies done between 2000 and 2013 of which 21 met the inclusion criteria. Comprehensive Meta-Analysis version 2.0 was used to analyze effect sizes, explore possible causes of heterogeneity, and check publication bias with a funnel plot and its trim-and-fill analysis. RESULTS: Overall effect size of CBT intervention was large (g=1.08) along with each outcome of self-control (g=1.26), lack of attention (g=1.02), social skills (g=0.92), and hyperactivity (g=0.92). For heterogeneity, moderator analysis was performed, but no significant differences were found between the RCT (Randomized Controlled Trials) group and the NRCT (Non RCT) group. Also, meta-regression was performed using sample size, number of sessions, and length of session as predictors, but no statistically significant moderators were found. Finally, a funnel plot along with trim-and-fill analysis was produced to check for publication bias, but no significant bias was detected. CONCLUSION: Based on these findings, there is clear evidence that CBT intervention has significant positive effects on the main symptoms of school-aged children suffering ADHD. Further research is needed to target diverse age groups with ADHD along with more RCT studies to improve the effectiveness of the CBT intervention.

Need Assessments of HACCP - based Sanitation Training Program in Elementary School Foodservice Operations based on Sanitation Knowledge Test of Employees

The study was conducted to assess sanitary concepts of employees and needs of HACCP-based sanitation training program for elementary school foodservice operations. Subjects consisted of 370 foodservice employees. Foodseervice employees' demographic characteristics were surveyed, and their food sanitation knowledge was tested. Food sanitation knowledge included 4 dimensions of foodborne disease & food microbiology; sanitary management in food product flows; personal hygiene management; and equipment & facility sanitation management. The data were analysed using the SPSS package for descriptive analysis, t-test and ANOVA test. The average sanitation knowledge score was 9.5 out of 15. The working periods of foodservice employees were singificantly(p<01) related to food sanitation knowledge dimensions. Correct answering rate of 4 sanitation management dimensions were 74.4% in foodborne disease & food microbiology; 536% in sanitary management in food product flows; 78.7% in personal hygiene management; and 50.5% in equipment & facility sanitation management. 6 items in 4 sanitation knowledge dimensions under mean score were identified. Those items were temperature danger zone, thawing method of frozen foods, cooking & holding temperature, proper sampling & storage methods, proper storing methods in refrigerator, and proper washing & sanitizing method for utensils. Identified 6 items were included in 12 critical control points developed for the elementary school generic HACCP plan, and should be emphasized in implementing HACCP-based sanitation training program.