Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

• DOI: 10.3102/0034654319857038
• Publication Date: 2019-06-15T05:05:33Z
• Authors: Judith R. Harrison; Denise A. Soares; Stephen Rudzinski; Rachel Johnson
• Keywords: 4. Education; 05 social sciences; 0503 education

Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and that often manifest as academic impairment. As such, teachers must select interventions to increase the probability success for students ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has effectiveness implemented classrooms ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, recent advances meta-analytic techniques provide opportunity explore quality research. Therefore, inform selection evidence-based be classroom settings, current was evaluate effectiveness, status, moderators effects four types (behavioral, instructional, self-management, environmental) when settings. The analysis included 27 articles published from 1971 2018. Overall specific each type, results indicate were moderately effective. Instructional self-management deemed evidence based by What Works Clearinghouse standards potentially Council Exceptional Children standards. Behavioral found criteria most effective selected functional behavior researchers secondary more special education settings targeting outcomes. Implications research practice discussed.