Effekt av skolebaserte tiltak for å redusere utagerende atferd i klasserommet hos barn med ADHD: Metaanalyse

The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of attention-deficit/hyperactivity disorder: A meta-analytic review

Gaastra, G. F. Groen, Y. Tucha, L. Tucha, O.
11 (2) (no pagination)
Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence- based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: M<inf>SMD</inf> = 0.92; SSDs: M<inf>SMD</inf> = 3.08), with largest effects for consequence-based (WSDs: M<inf>SMD</inf> = 1.82) and self-regulation interventions (SSDs: M<inf>SMD</inf> = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes. Copyright © 2016 Gaastra et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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Type of intervention

Early Intervention

Treatment and Child Welfare Interventions


Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors



The organization of interventions

School/Preschoolbased Interventions

Age group

School Aged Children (6-12 years)

Adolescents (13-18 years)

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