Engaging male caregivers within school settings is a major need within the educational field. Paternal engagement may be particularly important for children with attention-deficit/hyperactivity disorder (ADHD). Children with ADHD have increased risk for a number of poor educational outcomes, which may be attenuated by the benefits of positive male caregiver involvement. The Coaching Our Acting Out Children: Heightening Essential Skills (COACHES) program has been illustrated to be an effective approach for engaging, retaining, and improving the parenting of male caregivers of children with ADHD in clinical settings. The present study reports on the efficacy of the COACHES in Schools program, an adaptation intended for deployment in elementary school settings. Sixty-one male caregivers were randomly assigned to COACHES in Schools or a waitlist control. Results indicated that male caregivers in COACHES in Schools used significantly more praise and less negative talk in a parent-child activity relative to male caregivers in the waitlist control at post-treatment and one-month follow-up. Distal outcomes related to child behavior at home and at school were not significantly different. Implications of the results for future studies and continued efforts to engage male caregivers within school settings are discussed.

让男性看护者参与学校环境是教育领域的一项主要需求。对于患有注意力缺陷/多动障碍 (ADHD) 的儿童来说，父亲的参与可能尤其重要。患有多动症的儿童出现许多不良教育成果的风险增加，而男性看护者积极参与的好处可能会降低这种风险。指导我们的表演儿童：提高基本技能 (COACHES) 计划已被证明是在临床环境中吸引、留住和改善 ADHD 儿童男性看护人的有效方法。本研究报告了 COACHES in Schools 计划的有效性，该计划旨在用于小学环境中的部署。61 名男性护理人员被随机分配到学校的教练或候补名单控制中。结果表明，在治疗后和一个月的随访中，相对于候补名单控制中的男性护理人员，学校教练中的男性护理人员在亲子活动中使用的表扬和负面谈话显着减少。与家庭和学校儿童行为相关的远端结果没有显着差异。讨论了结果对未来研究的影响以及继续努力让男性看护者参与学校环境。与家庭和学校儿童行为相关的远端结果没有显着差异。讨论了结果对未来研究的影响以及继续努力让男性看护者参与学校环境。与家庭和学校儿童行为相关的远端结果没有显着差异。讨论了结果对未来研究的影响以及继续努力让男性看护者参与学校环境。