The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996–2010

DuPaul, George J.; Eckert, Tanya L.; Vilardo, Brigid

doi:10.1080/02796015.2012.12087496

Cited by 439Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesAutism Spectrum Disorder Research

The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996–2010

DuPaul, George J., Eckert, Tanya L., Vilardo, Brigid·2012·School Psychology Review

DOI 10.1080/02796015.2012.12087496

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Abstract

.A meta-analysis evaluating the effects of school-based interventions for students with attention deficit hyperactivity disorder was conducted by examining 60 outcome studies between 1996 and 2010 that yielded 85 effect sizes. 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 for within-subjects (0.72) and single-subject (2.20) designs, but not for between-subjects (0.18) designs. Mean effect sizes for academic outcomes were positive but not significant for between-subjects (0.43) and within-subjects (0.42) design studies, but were positive and significant for single-subject (3.48) design studies. Contingency management, academic intervention, and cognitive-behavioral intervention strategies were all associated with positive effects for academic and behavioral outcomes. Other moderators (e.g., school setting, publication status) are discussed along with implications for school-based management of students with attention deficit hyperactivity disorder and future treatment studies for this population.

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Many randomized controlled trials and meta-analyses have shown that current pharmacological and behavioral treatments yield short-term improvements in oppositional behavior, overt ADHD symptoms, and some peer, family, and academic functioning.
“Numerous RCTs and meta-analytic reviews have documented the short-term benefits of extant pharmacological and behavioral interventions for improving oppositional behavior and overt ADHD behavioral symptoms, as well as some aspects of peer, family, and academic functioning”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Dupaul, Eckert, & Vilardo, 2012

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Authors: DuPaul, G. J., Eckert, T. L., & Vilardo, B.
Affiliations: Lehigh University (US)
Syracuse University (US)
Corresponding author: DuPaul, George J.
ORCID: DuPaul, George J.
Eckert, Tanya L.
Venue: School Psychology Review
Publisher: Informa UK Limited
Published: 2012-12-01
Volume: 41
Issue: 4
Pages: 387-412
ISSN: 0279-6015 (ISSN-L)
2372-966X
DOI: 10.1080/02796015.2012.12087496
OpenAlex: W35345420
Cited by: 439
References: 154
Citations by year: 2026: 8 · 2025: 9 · 2024: 11 · 2023: 12 · 2022: 12 · 2021: 16 · 2020: 28 · 2019: 19 · 2018: 15 · 2017: 19 · 2016: 22 · 2015: 22 · 2014: 27 · 2013: 18 · 2012: 20
FWCI: 3.80
Type: journal article
Language: en
Open access: closed
Locations: School Psychology Review (publishedVersion)
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
Keywords: attention deficit hyperactivity disorder, school-based intervention, behavioral effects, educational outcomes, contingency management, academic intervention, cognitive-behavioral intervention, single-case experimental design, within-subjects design, between-subjects design, school-based management

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The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996–2010

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