Journal article
Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies
Review of educational research, Vol.91(5), pp.718-760
10/01/2021
DOI: 10.3102/00346543211025092
Abstract
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.
Details
- Title: Subtitle
- Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies
- Creators
- Gregory A. Fabiano - State University of New YorkNicole K. Schatz - Florida International UniversityAriel M. Aloe - University of IowaWilliam E. Pelham - Florida International UniversityAlyssa C. Smyth - State University of New YorkXin Zhao - University of MiamiBrittany M. Merrill - PHIFiona Macphee - PHIMarcela Ramos - PHINatalie Hong - PHIAmy Altszuler - Florida International UniversityLeah Ward - State University of New YorkDerek B. Rodgers - Univ Iowa, Coll Educ, 368 South Lindquist Ctr, Iowa City, IA 52242 USAZhijiang Liu - University of IowaRabia Karatoprak Ersen - University of IowaStefany Coxe - Florida International University
- Resource Type
- Journal article
- Publication Details
- Review of educational research, Vol.91(5), pp.718-760
- Publisher
- SAGE Publications
- DOI
- 10.3102/00346543211025092
- ISSN
- 0034-6543
- eISSN
- 1935-1046
- Number of pages
- 43
- Grant note
- DOI: 10.13039/100005246, name: Institute of Education Sciences, award: R324A160133
- Language
- English
- Date published
- 10/01/2021
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371085502771
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