Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews

Journal of Attention Disorders
D A MooreT J Ford

Abstract

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. We developed novel methods to compare the findings across these reviews inductively and deductively. 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. 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.

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Citations

May 20, 2016·American Journal of Medical Genetics. Part B, Neuropsychiatric Genetics : the Official Publication of the International Society of Psychiatric Genetics·Richard LiebermanJonathan Covault
Jun 20, 2020·Neuropediatrics·Renate DrechslerSusanne Walitza
Feb 25, 2017·Child: Care, Health and Development·D A MooreT J Ford
Jun 22, 2021·Research on Child and Adolescent Psychopathology·Myrofora KakoulidouJane Hurry
Dec 18, 2020·Journal of Attention Disorders·Rebecca J WardJana Kreppner

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