FORMATIVE EVALUATION OF AN INTERVENTION P ROGRAM FOR ATTENTION-DEFICIT HYPERACTIVITY DISORDER

In this study a therapy program for children with attention deficit di sorder is evaluated from the angle of the engaged therapists. 18 stude nts applied the program to attention deficit disordered children. Afte r each therapy session a questionnaire was used to collect data about the practicibility of the program (e. g. preparation of the session, a pplication problems, personal contentment). The total amount of record s was 188. As a result no disturbances were registered during 3/4 of t he sessions, which took one hour for preparation on an average. In cas es of disturbances the children showed compliance-or discipline proble ms. The therapists documented a considerable self-assertiveness and a high amount of contentment.