The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit-Hyperactivity Disorder: A Meta-Analytic ReviewReport as inadecuate




The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit-Hyperactivity Disorder: A Meta-Analytic Review - Download this document for free, or read online. Document in PDF available to download.

Children with attention-deficit-hyperactivity disorder ADHD often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions antecedent-based, consequence-based, self-regulation, combined that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators classroom setting, type of measure, students’ age, gender, intelligence, and medication use. Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences SMDs for 24 within-subjects design WSD and 76 single-subject design SSD studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD WSDs: MSMD = 0.92; SSDs: MSMD = 3.08, with largest effects for consequence-based WSDs: MSMD = 1.82 and self-regulation interventions SSDs: MSMD = 3.61. Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes.



Author: Geraldina F. Gaastra , Yvonne Groen, Lara Tucha, Oliver Tucha

Source: http://plos.srce.hr/



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