AbstractBackgroundChildhood attention‐deficit/hyperactivity disorder (ADHD) is associated with several neurocognitive impairments. Whether these impairments influence the effectiveness of techniques that are commonly used in behavioral teacher training for ADHD has not been investigated so far.MethodIn this microtrial, teachers of 90 children with ADHD symptoms (6–12 years) were randomly assigned to a short intervention consisting of either antecedent‐based (stimulus‐control) techniques or consequent‐based (contingency management) techniques, or to a waitlist control condition. Primary outcome was the daily assessment of individually selected problem behavior, assessed pre‐ and post‐intervention. Potential neurocognitive moderators of treatment effect included teacher ratings of cognitive control, reward, and punishment sensitivity, and measures derived from computerized neurocognitive tasks, including attentional lapses, interference control, visuospatial working memory, and emotional functioning. Intervention condition by moderator interactions were assessed in separate multilevel mixed models.ResultsLapses of attention, working memory, and emotional functioning interacted with intervention effectiveness. Antecedent‐based techniques were effective independent of these neurocognitive functions; consequent‐based techniques were (more) effective when these functions were more impaired. The effectiveness of techniques was neither related to interference control nor to teacher‐rated neurocognitive functioning.ConclusionsThis study showed that child neurocognitive functioning influences the effectiveness of behavioral teacher techniques for children with ADHD symptoms. Findings suggest that antecedent‐based techniques may be effective for all children, while consequent‐based techniques have added value particularly for children who suffer from low visuospatial working memory, low emotional functioning, and/or large numbers of attentional lapses.