TY - JOUR
T1 - Do what works
T2 - 5th World Congress on ADHD - From Child to Adult Disorder
AU - Groen, Yvonne
AU - Gaastra, Geraldina
AU - Fuermaier, Anselm
AU - Tucha, Lara
AU - Tucha, Oliver
PY - 2015/5
Y1 - 2015/5
N2 - ObjectiveChildren with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, whereas teachers often seem to lack knowledge and skills to manage this behavior. MethodsThis presentation takes a teacher perspective on ADHD and provides an overview of the different types of evidence-based classroom interventions promoting on-task behavior in children with ADHD. ResultsMeta-analytic results covering 33 years of research are presented and provide evidence that classroom interventions reduce off-task and disruptive classroom behavior in children with ADHD symptoms with large effect size (group studies: k = 24, n = 471, ES = 0.92; case studies: k = 76, n = 156, ES = 3.08). For the group studies, largest effects were obtained for consequence-based interventions (ES = 1.82) compared to antecedent-based, self-regulation, and combined interventions. For the case studies, self-regulation interventions (ES = 3.61) appeared to be most effective.ConclusionPromoting teachers’ knowledge and skills of evidence-based classroom interventions can help them to reduce off-task and disruptive classroom behavior in children with ADHD. If teachers ‘do what works’ in their classroom, this will be beneficial for all parties in the classroom. It is therefore important to provide teachers with adequate knowledge and training.
AB - ObjectiveChildren with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, whereas teachers often seem to lack knowledge and skills to manage this behavior. MethodsThis presentation takes a teacher perspective on ADHD and provides an overview of the different types of evidence-based classroom interventions promoting on-task behavior in children with ADHD. ResultsMeta-analytic results covering 33 years of research are presented and provide evidence that classroom interventions reduce off-task and disruptive classroom behavior in children with ADHD symptoms with large effect size (group studies: k = 24, n = 471, ES = 0.92; case studies: k = 76, n = 156, ES = 3.08). For the group studies, largest effects were obtained for consequence-based interventions (ES = 1.82) compared to antecedent-based, self-regulation, and combined interventions. For the case studies, self-regulation interventions (ES = 3.61) appeared to be most effective.ConclusionPromoting teachers’ knowledge and skills of evidence-based classroom interventions can help them to reduce off-task and disruptive classroom behavior in children with ADHD. If teachers ‘do what works’ in their classroom, this will be beneficial for all parties in the classroom. It is therefore important to provide teachers with adequate knowledge and training.
KW - ADHDs
UR - https://link.springer.com/article/10.1007/s12402-015-0169-y
M3 - Meeting Abstract
SN - 1866-6116
VL - 7
SP - s16
JO - ADHD Attention Deficit and Hyperactivity Disorders
JF - ADHD Attention Deficit and Hyperactivity Disorders
IS - S1
M1 - HT-8-002
Y2 - 28 May 2015 through 31 May 2015
ER -