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The effects of attention-deficit/hyperactivity disorder (ADHD) teacher training programs for teachers and pupils: A systematic review and meta-analysis

The effects of attention-deficit/hyperactivity disorder (ADHD) teacher training programs for teachers and pupils: A systematic review and meta-analysis
The effects of attention-deficit/hyperactivity disorder (ADHD) teacher training programs for teachers and pupils: A systematic review and meta-analysis
Objective: Characteristic symptoms of age-inappropriate inattention and/or hyperactivity-impulsivity in ADHD often lead to school problems. Our systematic review and meta-analysis assessed the effectiveness of ADHD teacher training to increase teacher ADHD knowledge and reduce severity of impairing student ADHD-type behaviours.

Methods: Six electronic databases were systematically searched (last search: 14/04/2020) to identify experimental studies investigating ADHD teacher training interventions. Meta-analysis was performed to calculate the pooled standard mean.

Results: Twenty-nine studies were included, with twenty-two providing sufficient data for meta-analysis. Standardised mean difference (SMD) for teacher knowledge within subjects at post-test and follow up (1-6 months) showed SMD = 1.96 (95% confidence interval [CI] = [1.48, 2.43]) and SMD = -1.21 (95% CI = [-2.02, -0.41]) respectively. Between subjects at post-test showed SMD = 1.56 (95% CI = [0.52, 2.59]), with insufficient data at follow-up. At post-test, pupil behaviour within subjects showed SMD = 0.78 (95% CI = [0.37, 1.18]), and between subjects showed SMD = 0.71 (95% CI = [-0.11, 1.52]).

Conclusion: ADHD teacher training programs are beneficial in initial improvement of ADHD teacher knowledge but evidence is inconsistent to demonstrate reduced student ADHD-type behaviours. An overall high risk of bias and need for high quality RCTs is discussed.
1
Ward, Rebecca
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Bristow, Sarah
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Kovshoff, Hanna
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Cortese, Samuele
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Kreppner, Jana
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Ward, Rebecca
e87b6fbd-ebb2-48da-8872-ad5add3000e4
Bristow, Sarah
be0d6911-ef3c-4af6-8f79-54a46280b43e
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Cortese, Samuele
53d4bf2c-4e0e-4c77-9385-218350560fdb
Kreppner, Jana
6a5f447e-1cfe-4654-95b4-e6f89b0275d6

Ward, Rebecca, Bristow, Sarah, Kovshoff, Hanna, Cortese, Samuele and Kreppner, Jana (2020) The effects of attention-deficit/hyperactivity disorder (ADHD) teacher training programs for teachers and pupils: A systematic review and meta-analysis. Enethydis 2020 Meeting, Virtual event, Cardiff, United Kingdom. 07 - 08 Oct 2020. p. 1 .

Record type: Conference or Workshop Item (Paper)

Abstract

Objective: Characteristic symptoms of age-inappropriate inattention and/or hyperactivity-impulsivity in ADHD often lead to school problems. Our systematic review and meta-analysis assessed the effectiveness of ADHD teacher training to increase teacher ADHD knowledge and reduce severity of impairing student ADHD-type behaviours.

Methods: Six electronic databases were systematically searched (last search: 14/04/2020) to identify experimental studies investigating ADHD teacher training interventions. Meta-analysis was performed to calculate the pooled standard mean.

Results: Twenty-nine studies were included, with twenty-two providing sufficient data for meta-analysis. Standardised mean difference (SMD) for teacher knowledge within subjects at post-test and follow up (1-6 months) showed SMD = 1.96 (95% confidence interval [CI] = [1.48, 2.43]) and SMD = -1.21 (95% CI = [-2.02, -0.41]) respectively. Between subjects at post-test showed SMD = 1.56 (95% CI = [0.52, 2.59]), with insufficient data at follow-up. At post-test, pupil behaviour within subjects showed SMD = 0.78 (95% CI = [0.37, 1.18]), and between subjects showed SMD = 0.71 (95% CI = [-0.11, 1.52]).

Conclusion: ADHD teacher training programs are beneficial in initial improvement of ADHD teacher knowledge but evidence is inconsistent to demonstrate reduced student ADHD-type behaviours. An overall high risk of bias and need for high quality RCTs is discussed.

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ADHD poster Eunethydis
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e-pub ahead of print date: 7 October 2020
Venue - Dates: Enethydis 2020 Meeting, Virtual event, Cardiff, United Kingdom, 2020-10-07 - 2020-10-08

Identifiers

Local EPrints ID: 447458
URI: http://eprints.soton.ac.uk/id/eprint/447458
PURE UUID: 066d5059-222a-458f-8542-6766f5febdef
ORCID for Rebecca Ward: ORCID iD orcid.org/0000-0001-7703-8670
ORCID for Hanna Kovshoff: ORCID iD orcid.org/0000-0001-6041-0376
ORCID for Samuele Cortese: ORCID iD orcid.org/0000-0001-5877-8075
ORCID for Jana Kreppner: ORCID iD orcid.org/0000-0003-3527-9083

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Date deposited: 11 Mar 2021 17:37
Last modified: 17 Mar 2024 04:15

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Contributors

Author: Rebecca Ward ORCID iD
Author: Sarah Bristow
Author: Hanna Kovshoff ORCID iD
Author: Samuele Cortese ORCID iD
Author: Jana Kreppner ORCID iD

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