Cumulative Benefits of Secondary School-Based Treatment of Students With Attention Deficit Hyperactivity Disorder

Evans, Steven W.; Serpell, Zewalanji N.; Schultz, Brandon K.; Pastor, Dena A.

doi:10.1080/02796015.2007.12087943

Cited by 114 publications

(50 citation statements)

References 22 publications

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“…Studies implemented in settings other than classrooms were not included. For example, studies conducted in after-school programs (e.g., Challenging Horizons Program-After School; Evans, Serpell, Schultz, & Pastor, 2007) or summer treatment programs (e.g., STP; Hart, Massetti, Fabiano, Pariseau, & Pelham, 2011) were not included as these settings attempt to mimic classrooms settings; however, they have the potential to have more experimental control than that found in classrooms.…”

Section: Phase 1: Systematic Literature Review Inclusion/exclusion Crmentioning

confidence: 99%

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

Harrison

Soares

Rudzinski

et al. 2019

Review of Educational Research

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Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.

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Section: Phase 1: Systematic Literature Review Inclusion/exclusion Crmentioning

confidence: 99%

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

Harrison

Soares

Rudzinski

et al. 2019

Review of Educational Research

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“…Therefore, in secondary schools, pairing behavioral interventions (e.g., Evans, Schultz, DeMars, & Davis, 2011) with stimulant medication may improve response. Adolescents with ADHD are a population with a historically poor treatment response (e.g., Barkley, Edwards, Laneri, Fletcher, & Metevia, 2001; Evans, Serpell, Schultz, & Pastor, 2007). Therefore, we believe that when stimulant medication is prescribed, behavioral interventions should always be implemented as conjunctive therapy.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Short- and Long-Acting Stimulant Medications for Adolescents With ADHD in a Naturalistic Secondary School Setting

et al. 2016

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“…The IRS demonstrates excellent temporal stability and evidence of convergent and discriminant validity. Furthermore, the IRS is highly effective in discriminating between children with and without ADHD (Fabiano et al, 2006) and is sensitive to treatment effects (Evans, Langberg, Raggi, Allen, & Buvinger, 2005; Evans, Serpell, Schultz, & Pastor, 2007). To assess parent confidence a single item was added to the end of the IRS asking parents to rate their confidence in their ability to manage their child’s problematic behaviors (in this case academic skills).…”

Section: Methodsmentioning

confidence: 99%

Academic Skills Groups for Middle School Children With ADHD in the Outpatient Mental Health Setting: An Open Trial

et al. 2015

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Objective To conduct an open trial assessing the initial efficacy of an intervention focusing on increasing skills related to academic performance (planning, organization, studying, homework behaviors) for middle-school children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The intervention is modeled on evidence-based interventions but designed for administration in the outpatient setting. Method Parents and their children diagnosed with ADHD attended 7 weekly group sessions targeting academic, organizational, and homework skills. Parents completed the Homework Problem Checklist and Impairment Rating Scale pre- and post-treatment. Results Following intervention, significant improvements in homework completion and management, as well as reductions in academic impairment and improvements in parent confidence and family relations were reported. Conclusion Despite limitations including small sample size and lack of a control group, our results demonstrate initial efficacy of an academic skills intervention designed for use in the outpatient setting with middle-school children diagnosed with ADHD on clinically relevant outcome measures.

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Cumulative Benefits of Secondary School-Based Treatment of Students With Attention Deficit Hyperactivity Disorder

Cited by 114 publications

References 22 publications

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

The Effectiveness of Short- and Long-Acting Stimulant Medications for Adolescents With ADHD in a Naturalistic Secondary School Setting

Academic Skills Groups for Middle School Children With ADHD in the Outpatient Mental Health Setting: An Open Trial

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