The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis-Reference-Cited by-同舟云学术

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

Published:2020-12-17 Issue:2 Volume:26 Page:225-244
ISSN:1087-0547
Container-title:Journal of Attention Disorders
language:en
Short-container-title:J Atten Disord

Author:

Ward Rebecca J.¹^ORCID,Bristow Sarah J.¹,Kovshoff Hanna¹,Cortese Samuele¹²³⁴,Kreppner Jana¹

Affiliation:

1. University of Southampton, Southampton, Hampshire, UK

2. Solent NHS Trust, Southampton, UK

3. New York University Child Study Center, New York, NY, USA

4. University of Nottingham, Nottingham, UK

Abstract

Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers’ ADHD knowledge and reducing pupils’ ADHD-type behaviors. Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). Results: 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (–2.02, –0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils’ behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (–0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. Conclusion: ADHD teacher training programs may be effective in initially improving ADHD teachers’ knowledge. There is inconsistent evidence for their efficacy to reduce students’ ADHD-type behaviors.

Funder

The University of Southampton

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology

Link

http://journals.sagepub.com/doi/pdf/10.1177/1087054720972801

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