Do what works: Interventions in the classroomGroen, Y., Gaastra, G., Fuermaier, A., Tucha, L. & Tucha, O., May-2015, In : ADHD Attention Deficit and Hyperactivity Disorders. 7, S1, p. s16 1 p., HT-8-002.
Research output: Contribution to journal › Meeting Abstract › Academic
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.
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.
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.
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.
|Number of pages||1|
|Journal||ADHD Attention Deficit and Hyperactivity Disorders|
|Publication status||Published - May-2015|
|Event||5th World Congress on ADHD - From Child to Adult Disorder - Scottish Exhibition and Conference Centre (SECC), Glasgow, United Kingdom|
Duration: 28-May-2015 → 31-May-2015
5th World Congress on ADHD - From Child to Adult Disorder
28/05/2015 → 31/05/2015Glasgow, United Kingdom
The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic ReviewGaastra, G. F., Groen, Y., Tucha, L. & Tucha, O., 17-Feb-2016, In : PLoS ONE. 11, 2, 19 p., e0148841.
Research output: Contribution to journal › Article › Academic › peer-review
[Poster on] The effects of classroom interventions on the behaviour of school-aged children with ADHD symptoms: A meta-analysisGaastra, G., Groen, Y., Tucha, L. & Tucha, O., May-2014.
Research output: Contribution to conference › Poster › Academic