IDEAS home Printed from https://ideas.repec.org/a/plo/pone00/0148841.html
   My bibliography  Save this article

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

Author

Listed:
  • Geraldina F Gaastra
  • Yvonne Groen
  • Lara Tucha
  • Oliver Tucha

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes.

Suggested Citation

  • Geraldina F Gaastra & Yvonne Groen & Lara Tucha & Oliver Tucha, 2016. "The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-19, February.
    • Handle: RePEc:plo:pone00:0148841
    DOI: 10.1371/journal.pone.0148841
    as

    Download full text from publisher

    File URL: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0148841
    Download Restriction: no
    File URL: https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0148841&type=printable
    Download Restriction: no
    File URL: https://libkey.io/10.1371/journal.pone.0148841?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Aikaterini Doulou & Athanasios Drigas, 2022. "ICTs and other non-pharmacological interventions for ADHD," Technium Social Sciences Journal, Technium Science, vol. 27(1), pages 217-229, January.
    2. Gina Martin, 2021. "Self-Regulation Interventions for Attention Deficit Hyperactivity Disorder in the Classroom," RAIS Conference Proceedings 2021 0065, Research Association for Interdisciplinary Studies.
    3. Martina Dort & Anna Enrica Strelow & Malte Schwinger & Hanna Christiansen, 2020. "Working with Children with ADHD—A Latent Profile Analysis of Teachers’ and Psychotherapists’ Attitudes," Sustainability, MDPI, vol. 12(22), pages 1-17, November.
    4. Karen R. Quail & Catherine L. Ward, 2023. "Using Non-Violent Discipline Tools: Evidence Suggesting the Importance of Attunement," IJERPH, MDPI, vol. 20(24), pages 1-26, December.
    5. Anna Szép & Slava Dantchev & Martina Zemp & Malte Schwinger & Mira-Lynn Chavanon & Hanna Christiansen, 2021. "Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives," Sustainability, MDPI, vol. 13(22), pages 1-17, November.
    6. Anna Enrica Strelow & Martina Dort & Malte Schwinger & Hanna Christiansen, 2021. "Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis," Sustainability, MDPI, vol. 13(5), pages 1-20, February.
    7. repec:thr:techub:10027:y:2022:i:1:p:217-229 is not listed on IDEAS
    8. Betty Veenman & Marjolein Luman & Jaap Oosterlaan, 2018. "Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-23, October.
    9. Martina Dort & Anna Enrica Strelow & Blandine French & Madeleine Groom & Marjolein Luman & Lisa B. Thorell & Guido Biele & Hanna Christiansen, 2020. "Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education?," Sustainability, MDPI, vol. 12(17), pages 1-16, August.
    10. Guan, Lin & Ying Hu, Bi & Winsler, Adam, 2020. "Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships," Children and Youth Services Review, Elsevier, vol. 116(C).

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:plo:pone00:0148841. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: plosone (email available below). General contact details of provider: https://journals.plos.org/plosone/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.