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The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis.

Authors
  • Ward, Rebecca J1
  • Bristow, Sarah J1
  • Kovshoff, Hanna1
  • Cortese, Samuele1, 2, 3, 4
  • Kreppner, Jana1
  • 1 University of Southampton, Southampton, Hampshire, UK.
  • 2 Solent NHS Trust, Southampton, UK.
  • 3 New York University Child Study Center, New York, NY, USA.
  • 4 University of Nottingham, Nottingham, UK.
Type
Published Article
Journal
Journal of Attention Disorders
Publisher
SAGE Publications
Publication Date
Jan 01, 2022
Volume
26
Issue
2
Pages
225–244
Identifiers
DOI: 10.1177/1087054720972801
PMID: 33331193
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers' ADHD knowledge and reducing pupils' ADHD-type behaviors. Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (-2.02, -0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils' behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (-0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. ADHD teacher training programs may be effective in initially improving ADHD teachers' knowledge. There is inconsistent evidence for their efficacy to reduce students' ADHD-type behaviors.

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