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

Rebecca J Ward, Sarah J Bristow, Hanna Kovshoff, Samuele Cortese, Jana Kreppner, Rebecca J Ward, Sarah J Bristow, Hanna Kovshoff, Samuele Cortese, Jana Kreppner

Abstract

Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers' ADHD knowledge and reducing pupils' ADHD-type behaviors.

Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD).

Results: 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.

Conclusion: 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.

Keywords: ADHD; attention-deficit/hyperactivity disorder; behavior; knowledge; pupil; teacher.

Conflict of interest statement

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Figures

Figure 1.
Figure 1.
PRISMA diagram.
Figure 2.
Figure 2.
Teacher knowledge pre post measures (within subjects).
Figure 3.
Figure 3.
Teacher knowledge post follow up measures (within subjects).
Figure 4.
Figure 4.
Teacher knowledge pre post measures (between subjects).
Figure 5.
Figure 5.
Teacher knowledge pre post measures (within subjects).
Figure 6.
Figure 6.
Pupil behavior pre post measures (within subjects).
Figure 7.
Figure 7.
Pupil behavior pre post measures (between subjects).
Figure 8.
Figure 8.
Pupil behavior post follow up measures (within subjects).
Figure 9.
Figure 9.
Pupil behavior post follow up measures (between subjects).
Figure 10.
Figure 10.
Risk of bias summary for RCTs (ROB 2.0).
Figure 11.
Figure 11.
Risk of bias summary for non-randomized studies (ROBINS-I).

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