Project Activities
From databases of published research, the research team planned to retrieve all the non-pharmacological studies of ADHD treatment outcomes conducted in school settings. The plan was for studies to be coded for quality, outcomes, and presence of potential moderating factors (e.g., whether intervention included parent training). The research team planned to evaluate both academic and social/behavioral outcomes. To address the anticipated diversity of study designs, measures used, and malleable factors assessed within the larger literature, the team intended to use a variety of innovative methods to best synthesize the literature and compare intervention results across research studies.
Structured Abstract
Setting
This project will include studies conducted in school settings (e.g., center-based preschool or K–12 settings) from 1966 to the present.
Sample
The studies included in this meta-analysis are those that target students under 18 years of age who are diagnosed with ADHD or sufficiently well-described to suggest the characteristic behaviors of ADHD (e.g., "hyperactive," "off-task"). In studies that focus on treatment for children with externalizing behavior problems (e.g., aggressive behavior), over 50% of the participants must be diagnosed with ADHD or characterized as such. Students must have a reported IQ at or above 70 and their condition cannot be better explained by a documented organic cause (e.g., brain trauma).
Factors
This research will explore any type of non-pharmacological, school-based treatment that aims to improve academic and/or social outcomes for students with ADHD.
Research design and methods
Researchers will conduct a meta-analysis, a method of quantitative research synthesis that uses prior study results as the unit of observation. Researchers will use the following five techniques to identify studies to include in this meta-analysis: (1) literature searches using major search engines (e.g., PsycINFO, ERIC, and Medline); (2) searches of tables of contents in journals known to publish school-based treatment studies; (3) dissertation search in the ProQuest Dissertation Database; (4) contacts with researchers known to conduct school-based treatment studies on children with ADHD; and (5) search of the online database of funded Institute of Education Sciences grants. Studies will be included if they (1) contain information that would permit the calculation of effect sizes (or researchers can contact the study's primary authors to obtain this information); (2) target a psychosocial/educational, school-based intervention or treatment, broadly defined, that aims to improve academic/social outcomes (medication-only studies will be excluded); and (3) are primarily treatment-outcome studies (laboratory investigations will be excluded).
Control condition
Due to the nature of the research design, there is no control group.
Key measures
The outcomes in this meta-analysis are the effect sizes for each eligible study. The type of effect size depends on the design as well as nature of the primary study dependent variable. When available, the team will estimate effect sizes from means and standard divisions. When necessary, effect sizes will be estimated from other statistics reported in primary studies as well as transformed into the d metric.
Data analytic strategy
Researchers will combine meta-analytic methods with hierarchical linear modeling. The team will also code each study for methods, units, treatment, observations, and settings in addition to using data needed to examine effect sizes. Data analytic strategies will include the calculation of effect size estimates from single-case design studies, the generation of effect sizes using standardized mean change, calculation of group design effect sizes, and the utilization of network analysis (an extension of meta-analysis methods that allows the direct and indirect comparison of two or more interventions).
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available ERIC citations here.
Supplemental information
Co-Principal Investigators: Pelham, William; Schatz, Nicole; Coxe, Stephany; Aloe, Ariel M.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
