Literaturnachweis - Detailanzeige
| Autor/inn/en | Fabiano, Gregory A.; Schatz, Nicole K.; Aloe, Ariel M.; Pelham, William E., Jr.; Smyth, Alyssa C.; Zhao, Xin; Merrill, Brittany M.; Macphee, Fiona; Ramos, Marcela; Hong, Natalie; Altszuler, Amy; Ward, Leah; Rodgers, Derek B.; Liu, Zhijiang; Karatoprak Ersen, Rabia; Coxe, Stefany |
|---|---|
| Titel | Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated within between Group Studies |
| Quelle | In: Review of Educational Research, 91 (2021) 5, S.718-760 (43 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Fabiano, Gregory A.) ORCID (Schatz, Nicole K.) ORCID (Aloe, Ariel M.) ORCID (Karatoprak Ersen, Rabia) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-6543 |
| DOI | 10.3102/00346543211025092 |
| Schlagwörter | Attention Deficit Hyperactivity Disorder; Intervention; Positive Behavior Supports; Training; Meta Analysis; Individual Development; Parent Education; Child Behavior; Behavior Modification; Symptoms (Individual Disorders); Skill Development; Program Effectiveness |
| Abstract | Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills training, social skills training, etc.), and other interventions (e.g., academic accommodations/modifications, self-monitoring). There is a need to conduct a comprehensive meta-analysis of psychosocial treatments for ADHD given discrepancies between meta-analyses. The present meta-analysis reports the results of between-group studies that compared a psychosocial treatment to a control condition from 1968 to 2016. In total, 226 studies were identified that met inclusion criteria. Results of the meta-analysis were organized by treatment type, rater, and domain of outcome assessed. Results indicated considerable variability across these parameters, with the strongest effects for proximal outcomes of behavioral parent training (improvements in parenting behaviors yielded a standardized mean difference of 0.70) and improvements in child behavior following implementation of behavioral school intervention (standardized mean difference of 0.66 and 0.72 for teacher ratings of ADHD symptoms and impairment, respectively). Other interventions were not extensively studied as stand-alone approaches. Results are discussed in light of current support for the use of psychosocial interventions for individuals with ADHD. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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