Moore, Darren A;
Richardson, Michelle;
Gwernan-Jones, Ruth;
Thompson-Coon, Jo;
Stein, Ken;
Rogers, Morwenna;
Garside, Ruth;
... Ford, Tamsin J; + view all
(2019)
Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews.
Journal of Attention Disorders
, 23
(3)
pp. 220-233.
10.1177/1087054715573994.
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Abstract
Objective: This overarching synthesis brings together the findings of four systematic reviews including 138 studies focused on non-pharmacological interventions for ADHD used in school settings. These reviews considered the effectiveness of school-based interventions for ADHD, attitudes toward and experience of school-based interventions for ADHD, and the experience of ADHD in school settings. Method: We developed novel methods to compare the findings across these reviews inductively and deductively. Results: Key contextual issues that may influence the effectiveness and implementation of interventions include the relationships that pupils with ADHD have with their teachers and peers, the attributions individuals make about the etiology of ADHD, and stigma related to ADHD or intervention attendance. Conclusion: Although we found some positive effects for some outcomes and intervention categories, heterogeneity in effect size estimates and research evidence suggests a range of diverse contextual factors potentially moderate the implementation and effectiveness of school-based interventions for ADHD.
| Type: | Article |
|---|---|
| Title: | Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/1087054715573994 |
| Publisher version: | http://dx.doi.org/10.1177/1087054715573994 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | ADHD, ADOLESCENTS, ATTENTION-DEFICIT/HYPERACTIVITY DISORDER, CARE, CHILDREN, DEFICIT HYPERACTIVITY DISORDER, intervention, Life Sciences & Biomedicine, METAANALYSIS, non-pharmacological, overarching synthesis, PROGRAM, Psychiatry, Psychology, Psychology, Developmental, school, Science & Technology, Social Sciences, systematic review, TEACHERS, TRIALS |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10185319 |
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