The DOI matches its Crossref record; 90 of the 90 references it cites were found in a registry or an index.
The Effects of School-based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis
Abstract
A meta-analysis examining the effects of school-based interventions for children and adolescents with attention deficit hyperactivity disorder (ADHD) was undertaken with 63 outcome studies conducted during 1971 to 1995. Separate analyses were performed for studies employing between-subjects, within-subjects, and single-subject experimental designs. The overall mean effect sizes for dependent measures of behavior were positive and significant across all three experimental designs (Between-Subjects =.45, Within-Subjects =.64, Single-Subject = 1.16). Small, positive effects on academic performance were found for Within-Subjects Design (.31) and Single-Subject Design (.82) studies. Contingency management strategies and academic interventions were found to be more effective for behavior change than were cognitive-behavioral strategies for both Within-Subjects and Single-Subject Design studies. Implications for future outcome studies and meta-analyses as well as for the school-based management of students with ADHD are discussed.
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Cited by
Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder
Pelham, W. E., & Fabiano, G. A. (2008) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374410701818681 · Cited by 917
European clinical guidelines for hyperkinetic disorder ? first upgrade
Taylor, E., D�pfner, M., Sergeant, J., Asherson, P., Banaschewski, T., Buitelaar, J., Coghill, D., Danckaerts, M., Rothenberger, A., Sonuga-Barke, E., et al. (2004) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-004-1002-x · Cited by 682
A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder
Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O'Connor, B. C. (2009) · Clinical Psychology Review · doi:10.1016/j.cpr.2008.11.001 · Cited by 588
Comorbidity of LD and ADHD: Implications of DSM-5 for Assessment and Treatment
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013) · Journal of Learning Disabilities · doi:10.1177/0022219412464351 · Cited by 451
Self-citationDuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012) · School Psychology Review · doi:10.1080/02796015.2012.12087496 · Cited by 439
Self-citation
Metadata
- Authors
- DuPaul, G. J., & Eckert, T. L.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 1997-03-01
- Volume
- 26
- Issue
- 1
- Pages
- 5-27
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W4249794041
- Cited by
- 308
- References
- 90
- FWCI
- 2.09
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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