The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996–2010

DuPaul, George J.; Eckert, Tanya L.; Vilardo, Brigid A.

doi:10.1080/02796015.2012.12087496

Cited by 180 publications

(67 citation statements)

References 68 publications

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“…Attention-deficit/hyperactivity disorder (ADHD) is a chronic mental health disorder in which children have difficulties with attention, impulse control, and activity modulation, resulting in significant academic, behavioral, and social impairments in school settings (American Psychiatric Association, 2013). Researchers have identified several interventions (e.g., behavioral classroom management, stimulant medication, and their combination) as effective in improving the functioning and behavior of children with ADHD in the school setting (Conners et al, 2001; DuPaul, Eckert, & Vilardo, 2012; Evans, Owens, & Bunford, 2014; MTA Cooperative Group, 1999; Pelham & Fabiano, 2008; Raggi & Chronis, 2006). Despite the effectiveness of psychopharmacological approaches, schools have very little control over their implementation.…”

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confidence: 99%

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Hart

Fabiano

Evans

et al. 2016

Journal of Emotional and Behavioral Disorders

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This study examined elementary and middle school teachers’ self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools. Participants were teachers surveyed from 26 states across North America about their use of behavioral supports for their students with ADHD. Results are grouped by primary (K–2), intermediate (3–5), and middle (6–8) school levels. Results from this survey demonstrate that teachers report using significantly more universal and targeted strategies in the primary and intermediate school levels than teachers in the middle school level, revealing a reduction of behavioral supports for students with ADHD as they move into the middle school years. These findings have have implications for targeting school-based interventions for students with ADHD as they transition into middle school.

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confidence: 99%

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Hart

Fabiano

Evans

et al. 2016

Journal of Emotional and Behavioral Disorders

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“…Other school-based treatments for ADHD include teaching students self-regulation (e.g., monitoring the level of effort they put in each assignment), providing academic interventions (e.g., remedial instruction and assistive technology), and increasing home–school communication (e.g., daily report cards). Results from a meta-analysis indicated that school-based interventions for children with ADHD, such as those described above, yielded moderate to large effects for behavioral and academic outcomes (DuPaul, Eckert, & Vilardo, 2012).…”

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confidence: 99%

Web-Based Intervention for Teachers of Elementary Students With ADHD: Randomized Controlled Trial

et al. 2015

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“…These difficulties are seen in children even as young as preschool age (Posner et al, 2007). Although many treatment outcome studies have attempted to address academic and behavioral deficiencies seen in ADHD (for a review, see DuPaul, Eckert, & Vilardo, 2012; Fabiano et al, 2009), relatively few studies have focused on interventions that primarily target social deficits in children with ADHD.…”

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confidence: 99%

Enhancing Social Skills of Young Children With ADHD: Effects of a Sibling-Mediated Intervention

et al. 2019

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Children with attention deficit/hyperactivity disorder (ADHD) are at risk for experiencing problems with social functioning that are associated with adverse outcomes in adolescence and adulthood. To date, the most common ADHD treatments for children, psychostimulants and adult-mediated interventions, have had limited success reducing social impairments associated with ADHD. Using a non-concurrent multiple baseline across participants design, we examined the efficacy of a sibling-mediated social intervention for reducing negative and increasing positive social behaviors of three children with ADHD. We also assessed implementation integrity by the siblings, and acceptability from the perspective of the participant with ADHD, the siblings, and the parents. Results indicated that siblings learned and used specific social skills strategies with their siblings with ADHD that lead to increases in sharing, helping, and compromising behaviors for children with ADHD compared with baseline (Tau- U = 0.9531, p < .001). Summary of findings, study limitations, implications for research, and practice are discussed.

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The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996–2010

Cited by 180 publications

References 68 publications

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Web-Based Intervention for Teachers of Elementary Students With ADHD: Randomized Controlled Trial

Enhancing Social Skills of Young Children With ADHD: Effects of a Sibling-Mediated Intervention

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