The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996-2010
School Psychology Review
DuPaul, G. J., Eckert, T. L., et al. (2012).
School Psychology Review, 41(4), 387-412.
This meta-analysis investigates the effect of school-based interventions on academic and behavior outcomes in students with attention deficit hyperactivity disorder (ADHD).
Findings demonstrated a moderate to large effect (ES = 0.72) on behavior for school-based interventions for children with ADHD for within-subject design studies. A large effects for behavior (ES = 2.20) and academic outcomes (ES = 3.48) outcomes was noted within single-subject design studies.
Results indicated academic interventions (e.g., peer tutoring, computer-aided) or combined academic and contingency management interventions had the greatest effects on academic outcomes relative to the other intervention types. Results demonstrated contingency management (e.g., reinforcement/punishment) and cognitive-based interventions (e.g., self-management) to have the greatest effect on behavior outcomes.
