Description[Presentation in] Hot topic symposium 'ADHD in the classroom' entitled 'Do what works: Interventions in the classroom'
Objective Children 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. Methods This 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. Results Meta-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. Conclusion Promoting 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.
|Evenementstitel||5th World Congress on ADHD - From Child to Adult Disorder|
|Locatie||Glasgow, United Kingdom|