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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.
Additional information
Notes on contributors
George J. DuPaul
George J. DuPaul, PhD, is an Associate Professor in the School Psychology program at Lehigh University. His research interests include disruptive behavior disorders, school-based interventions for students with ADHD, and early intervention for young children with behavior disorders.
Tanya L. Eckert
Tanya L. Eckert, PhD, is Assistant Professor of Psychology in the School Psychology program at Syracuse University. Her teaching and research interests include alternative assessment procedures, the acceptability of assessment and intervention procedures, and school-based interventions.