Avoiding repetitions reduces ADHD children's management problems in the classroom

Kapalka, George M.

doi:10.1177/1363275205058999

Cited by 13 publications

(15 citation statements)

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“…For the non-RCTs, the mean (SD) sample size was 38.1 (26.0) and comprised, on average, a mean (SD) of 23% (0.17) females. Some of the studies described participants as using medication for ADHD (n = 28: 19 RCTs;142,143,(159)(160)(161)(162)164,165,(167)(168)(169)172,173,177,178,180,182,183,186 9 non-RCTs 141,189,[192][193][194]197,[200][201][202] ) whereas some reported that no medication for ADHD was used (n = 11: 9 RCTs; 104,153,158,170,174,175,179,181,187 two non-RCTs 195,196 ). The reports for the remaining 15 studies did not clarify whether or not medication for ADHD was used (n = 15: 11 RCTs; [154][155][156][157]163,…”

Section: Study and Participant Information: Descriptive Statisticsmentioning

confidence: 99%

“…The most frequently identified package was again contingency management (n = 7 141,[193][194][195][196][197]202 ) followed by cognitive-behavioural self-regulation (n = 7 [189][190][191]195,196,200 ); academic skills training (n = 5 141,189,190,196 ); cognitive skills retraining (n = 3 199,200,202 ); social skills training (n = 3 141,192 ); adaptation to the environment (n = 3 195,196,198 ); DRC (n = 2 194,197 ); biofeedback (n = 1 202 ); and physical activity (n = 1 201 ). When analysed at the level of the higher-order group, using the total number of intervention packages within and across the non-RCTs (n = 32) as the denominator, packages most frequently identified were in 'skills training and self-management' (n = 19 141,[189][190][191][192]196,199,200,202 ), followed by 'reward and punishment' (n = 9 141,[193][194][195][196][197]202 ), 'adaptations to learning environment...…”

Section: Doimentioning

confidence: 99%

“…Ten studies 155,153,163,169,178,184,186,192,198,202 were dissertations or theses (n = 10: 7 RCTs; 3 non-RCTs); the remaining were journal articles (n = 42: 104,[141][142][143]153,154,[157][158][159][160][161][162][164][165][166][167][168]170,[172][173][174][175][176][177][179][180][181][182][183]185,[187][188]190,191,[193][194][195][196][197][199]…”

Section: Study and Participant Information: Descriptive Statisticsmentioning

confidence: 99%

“…189 Studies were from North America (n = 44: 104,141-143,153-169,171-176,178,179,181-184,188,189,191-194,197,198,200-202 33 RCTs; 11 non-RCTs); Europe (n = 6: 2 RCTs including one each from the Netherlands 185 and Sweden; 177 4 non-RCTs including 1 from Italy 199 and 3 from Spain 190,195,196 ); Asia (2 RCTs including 1 each from Iran 170 and Jordan 187 ); Africa (1 RCT) 186 and New Zealand (1 RCT). 180 Forty-two studies 104,[141][142][143]153,155,156,[159][160][161][162][163][164][165][166][167][168][170][171][172][173]177,180,[182][183][184][185][186][187]189,190,[192][193][194][195]…”

Section: Study and Participant Information: Descriptive Statisticsmentioning

confidence: 99%

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Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Section: Study and Participant Information: Descriptive Statisticsmentioning

confidence: 99%

Section: Doimentioning

confidence: 99%

Section: Study and Participant Information: Descriptive Statisticsmentioning

confidence: 99%

Section: Study and Participant Information: Descriptive Statisticsmentioning

confidence: 99%

See 2 more Smart Citations

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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“…stress) bij de leerkracht. Interventie 3 van Kapalka (2005) bevat psycho-educatie over adhd en gedragstherapie, en daarnaast training in effectiever instructies geven. Ook Interventie 4 bevat psycho-educatie over adhd en traint de leerkracht in effectiever instructies geven en in gedragstherapeutische methoden, zoals belonen en straffen, time-out en het gebruik van een tokensysteem (Miranda, Jarque, & Rosel, 2006;Miranda, Presentacion, & Soriano, 2002).…”

Section: Inventarisatie Leerkrachtinterventiesunclassified

Leerkrachtinterventies voor de aanpak van adhd in de klas: een overzicht van effectstudies

Pieterse

Luman

Paternotte³

et al. 2013

Kind Adolesc.

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Leerkrachtinterventies voor de aanpak van adhd in de klas: een overzicht van effectstudiesKarlijn Pieterse, Marjolein Luman, Arga Paternotte en Jaap Oosterlaan samenvatting Attention deficit hyperactivity disorder (adhd) wordt gekenmerkt door aandachtstekort, hyperactiviteit en impulsiviteit. Daarnaast hebben kinderen met adhd vaak motivatieproblemen, problemen met plannen en organiseren, en problemen op sociaal-emotioneel gebied, zoals beperkte sociale vaardigheden. Juist op school lopen deze kinderen tegen problemen aan en de aanpak van adhd in de klas is dan ook van groot belang. Dit overzichtsartikel beschrijft: (1) een inventarisatie van leerkrachtinterventies voor de aanpak van adhd in de klas en (2) de resultaten van effectstudies naar deze interventies op adhd-symptomen, aan adhd gerelateerd probleemgedrag, en het sociaal-emotioneel en schools functioneren. De inventarisatie omvat vier opzichzelfstaande leerkrachtinterventies en zeven multimodale interventies. In de effectstudies zijn de interventies op effectiviteit onderzocht door de vergelijking met een controleconditie: een onbehandelde groep of een groep die alleen medicatie kreeg. De resultaten laat zien dat leerkrachtinterventies gebaseerd op gedragstherapeutische methoden effectief zijn in het verminderen van adhdsymptomen, het verminderen van aan adhd gerelateerd probleemgedrag en in het vergroten van de sociale vaardigheden, waarbij een aantal studies een effect laat zien dat nagenoeg gelijk is aan dat van medicatie. Duidelijk is dat de leerkracht een essentiële rol kan spelen in de aanpak van aan adhd gerelateerd probleemgedrag in de klas.Drs. K. Pieterse is promovenda afdeling Klinische Neuropsychologie, Vrije Universiteit, Amsterdam.Dr. M. Luman is universitair docent afdeling Klinische Neuropsychologie, Vrije Universiteit, Amsterdam.

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Attention‐Deficit/Hyperactivity Disorders

Hamblin

Gross

2012

Handbook of Evidence‐Based Practice in Clinical Psychology

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Avoiding repetitions reduces ADHD children's management problems in the classroom

Cited by 13 publications

References 6 publications

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Leerkrachtinterventies voor de aanpak van adhd in de klas: een overzicht van effectstudies

Attention‐Deficit/Hyperactivity Disorders

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