Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills training, social skills training, etc.), and other interventions (e.g., academic accommodations/modifications, self-monitoring). There is a need to conduct a comprehensive meta-analysis of psychosocial treatments for ADHD given discrepancies between meta-analyses. The present meta-analysis reports the results of between-group studies that compared a psychosocial treatment to a control condition from 1968 to 2016. In total, 226 studies were identified that met inclusion criteria. Results of the meta-analysis were organized by treatment type, rater, and domain of outcome assessed. Results indicated considerable variability across these parameters, with the strongest effects for proximal outcomes of behavioral parent training (improvements in parenting behaviors yielded a standardized mean difference of 0.70) and improvements in child behavior following implementation of behavioral school intervention (standardized mean difference of 0.66 and 0.72 for teacher ratings of ADHD symptoms and impairment, respectively). Other interventions were not extensively studied as stand-alone approaches. Results are discussed in light of current support for the use of psychosocial interventions for individuals with ADHD.

The purpose of this study was to compare calibration and linking methods for placing pretest item parameter estimates on the item pool scale in a 1‐3 computerized multistage adaptive testing design in terms of item parameter recovery. Two models were used: embedded‐section, in which pretest items were administered within a separate module, and embedded‐items, in which pretest items were distributed across operational modules. The calibration methods were separate calibration with linking (SC) and fixed calibration (FC) with three parallel approaches under each (FC‐1 and SC‐1; FC‐2 and SC‐2; and FC‐3 and SC‐3). The FC‐1 and SC‐1 used only operational items in the routing module to link pretest items. The FC‐2 and SC‐2 also used only operational items in the routing module for linking, but in addition, the operational items in second stage modules were freely estimated. The FC‐3 and SC‐3 used operational items in all modules to link pretest items. The third calibration approach (i.e., FC‐3 and SC‐3) yielded the best results. For all three approaches, SC outperformed FC in all study conditions which were module length, sample size and examinee distributions.

Success is a concept that is desired by everyone. In the Turkish education system, Anatolian high schools are considered one of the most prestigious schools which accept students via national central exams. The purpose of this study is to reveal indicators explaining the placement into Anatolian high schools, which is an important sign of success, in socioeconomically different regions. Logistic regression analyses were used as a prediction design. Data was collected from the 1049 10th grade high school students in Istanbul. According to findings, the indicators affecting the probability of studying in Anatolian high school differ between the low life quality indexed region (LLQR) and the high life quality indexed region (HLQR). In LLQR GPA, gender, number of people in the household, and mother’s monetary contribution were found as significant indicators. In HLQR GPA, father’s income and mother’s education level were found as significant indicators. These results are discussed using the main theories of educational sociology.

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