Publication

Do what works: Interventions in the classroom

Groen, 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 journalMeeting AbstractAcademic

APA

Groen, Y., Gaastra, G., Fuermaier, A., Tucha, L., & Tucha, O. (2015). Do what works: Interventions in the classroom. ADHD Attention Deficit and Hyperactivity Disorders, 7(S1), s16. [HT-8-002]. https://doi.org/10.1007/s12402-015-0169-y

Author

Groen, Yvonne ; Gaastra, Geraldina ; Fuermaier, Anselm ; Tucha, Lara ; Tucha, Oliver. / Do what works : Interventions in the classroom. In: ADHD Attention Deficit and Hyperactivity Disorders. 2015 ; Vol. 7, No. S1. pp. s16.

Harvard

Groen, Y, Gaastra, G, Fuermaier, A, Tucha, L & Tucha, O 2015, 'Do what works: Interventions in the classroom' ADHD Attention Deficit and Hyperactivity Disorders, vol. 7, no. S1, HT-8-002, pp. s16. https://doi.org/10.1007/s12402-015-0169-y

Standard

Do what works : Interventions in the classroom. / Groen, Yvonne; Gaastra, Geraldina; Fuermaier, Anselm; Tucha, Lara; Tucha, Oliver.

In: ADHD Attention Deficit and Hyperactivity Disorders, Vol. 7, No. S1, HT-8-002, 05.2015, p. s16.

Research output: Contribution to journalMeeting AbstractAcademic

Vancouver

Groen Y, Gaastra G, Fuermaier A, Tucha L, Tucha O. Do what works: Interventions in the classroom. ADHD Attention Deficit and Hyperactivity Disorders. 2015 May;7(S1):s16. HT-8-002. https://doi.org/10.1007/s12402-015-0169-y


BibTeX

@article{52086f88d0254ed1b30c51b107a3bdea,
title = "Do what works: Interventions in the classroom",
abstract = "ObjectiveChildren 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. MethodsThis 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. ResultsMeta-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.ConclusionPromoting 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.",
keywords = "ADHDs",
author = "Yvonne Groen and Geraldina Gaastra and Anselm Fuermaier and Lara Tucha and Oliver Tucha",
year = "2015",
month = "5",
doi = "10.1007/s12402-015-0169-y",
language = "English",
volume = "7",
pages = "s16",
journal = "ADHD Attention Deficit and Hyperactivity Disorders",
issn = "1866-6116",
publisher = "SPRINGER WIEN",
number = "S1",

}

RIS

TY - JOUR

T1 - Do what works

T2 - Interventions in the classroom

AU - Groen, Yvonne

AU - Gaastra, Geraldina

AU - Fuermaier, Anselm

AU - Tucha, Lara

AU - Tucha, Oliver

PY - 2015/5

Y1 - 2015/5

N2 - ObjectiveChildren 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. MethodsThis 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. ResultsMeta-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.ConclusionPromoting 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.

AB - ObjectiveChildren 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. MethodsThis 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. ResultsMeta-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.ConclusionPromoting 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.

KW - ADHDs

U2 - 10.1007/s12402-015-0169-y

DO - 10.1007/s12402-015-0169-y

M3 - Meeting Abstract

VL - 7

SP - s16

JO - ADHD Attention Deficit and Hyperactivity Disorders

JF - ADHD Attention Deficit and Hyperactivity Disorders

SN - 1866-6116

IS - S1

M1 - HT-8-002

ER -

ID: 20521819