Gaastra, Geraldina

Groen, Y.

Tucha, L.

Tucha, O.

English

ARTS repository - University of Groningen

   University of Groningen[Poster on] The effects of classroom interventions on the behaviour of school-aged childrenwith ADHD symptomsGaastra, Geraldina; Groen, Y.; Tucha, L.; Tucha, O.IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite fromit. Please check the document version below.Document VersionEarly version, also known as pre-printPublication date:2014Link to publication in University of Groningen/UMCG research databaseCitation for published version (APA):Gaastra, G., Groen, Y., Tucha, L., & Tucha, O. (2014). [Poster on] The effects of classroom interventionson the behaviour of school-aged children with ADHD symptoms: A meta-analysis. Poster sessionpresented at Eunethydis 3rd International Conference on ADHD, Istanbul, Turkey.CopyrightOther than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of theauthor(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).The publication may also be distributed here under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license.More information can be found on the University of Groningen website: https://www.rug.nl/library/open-access/self-archiving-pure/taverne-amendment.Take-down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons thenumber of authors shown on this cover page is limited to 10 maximum.Download date: 21-06-2022                          THE EFFECTS OF CLASSROOM INTERVENTIONS ON THE BEHAVIOR OF SCHOOL-AGED CHILDREN WITH ADHD SYMPTOMS: A META-ANALYSIS Gaastra, G.F., Groen, Y., Tucha, L., & Tucha, O. Department of Clinical and Developmental Neuropsychology University of Groningen, Groningen, The Netherlands OBJECTIVE Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, whereas teachers often seem to lack the knowledge and skills to manage this behavior. The aim of the study was to determine the effectiveness of several types of classroom interventions that teachers can apply in order to decrease off-task and disruptive behavior of school-aged children with ADHD symptoms. Furthermore, potential moderators were examined. METHOD CONCLUSION • Classroom interventions are effective in reducing off-task and disruptive behavior of children with ADHD symptoms • Consequence-based interventions are most helpful, but SSD studies suggest also high effectiveness of self-regulation interventions • Interventions in general education classrooms are more effective than those in other settings   More severe ADHD problems or already existing behavior programs in other settings?  • Age and medication do not influence effectiveness of classroom interventions • No insight in impact of gender due to lack of studies that included females Effect size (standardized mean difference) WSD (k = 23) SSD1 (k = 68) Overall 0.82** 2.90 Intervention type Consequence-based > other** Antecedent-based 0.32** (k = 10) 2.63 (k = 15) Consequence-based 1.71** (k = 7) 2.88 (k = 20) Self-regulation 0.42 (k = 3) 3.18 (k = 24) Combined 0.57* (k = 3) 2.56 (k = 9) Setting General education > other** General education 1.23** (k = 10) 3.19 (k = 33) Other 0.48** (k = 13) 2.34 (k = 29) Age  ns Children 0.89** (k = 21) 2.88 (k = 52) Adolescents 0.26 (k = 2) 2.97 (k = 16) Gender ns 0 – 19 % male - 3.24 (k = 4) 20 – 80 % male 0.88** (k = 8) 3.14 (k = 8) 81 – 100 % male 0.82** (k = 14) 2.84 (k = 56) Medication ns 0 – 19 % medicated 1.11** (k = 12) 2.86 (k = 18) 20 – 80 % medicated 0.19 (k = 2) 2.34 (k = 12) 81 – 100 % medicated 0.45 (k = 2) 3.09 (k = 22) 1 No significance tests were performed for SSD studies ns = not significant, * = p < 0.05, ** = p < 0.01 • Literature search in PsycINFO, ERIC, and Web of Science + reference lists of review studies and included studies • Inclusion criteria 1. Study: Published in academic journal, English 2. Participants: ADHD symptoms, age 6 - 17 years 3. Intervention: Implementable by teacher 4. Outcome: On-task, off-task, disruptive behavior • Separate meta-analyses for within-subjects (WSD) and single-subject design studies (SSD) using standardized mean differences • Subgroup analyses for intervention type (antecedent-based, consequence-based, self-regulation, and combined) and other potential moderators (setting, age, gender, medication) RESULTS TYPES OF INTERVENTIONS Antecedent-based Manipulation environment, instruction, or task Consequence-based Reinforcement and punishment procedures Self-regulation Teaching self-control and problem-solving skills 

[Poster on] The effects of classroom interventions on the behaviour of school-aged children with ADHD symptoms:A meta-analysis

https://pure.rug.nl/ws/files/15656773/Poster_Istanbul_Nieuw.pdf

[Poster on] The effects of classroom interventions on the behaviour of school-aged children with ADHD symptoms:A meta-analysis

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