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Treatment Programs for Students With Attention Deficit Hyperactivity Disorder: A Meta-Analysis Study.

Mihandoost Z - Iran J Psychiatry Behav Sci (2015)

Bottom Line: A total of 17 empirical research studies published between 2000 and 2013 met our inclusion criteria.Attention and social skills measures were categorized according to both modality and type of processing required.This meta-analysis study showed that treatment programs reduced attention deficit and social skills in ADHD children and adolescents.

View Article: PubMed Central - PubMed

Affiliation: Department of Psychology, Islamic Azad University, Ilam Branch, Ilam, IR Iran.

ABSTRACT

Context: The aim of this study was to determine the experimental evidence of treatment/intervention programs for deficits in social skills, attention, and behavioral disorder in children and adolescents with attention deficit hyperactivity disorder (ADHD).

Evidence acquisition: Meta-analysis procedures were employed to investigate whether children and adolescents with ADHD exhibit deficits in attention and social skills. A total of 17 empirical research studies published between 2000 and 2013 met our inclusion criteria. Attention and social skills measures were categorized according to both modality and type of processing required.

Results: Children with ADHD exhibited deficits in multiple components of attention and social skills that were not related to language-learning disorders and weaknesses in general intellectual abilities. The overall percentage effect for attention and social skills in students with ADHD was calculated (effect size = 0. 79, confidence interval = 0.57 - 1.08). This meta-analysis study showed that treatment programs reduced attention deficit and social skills in ADHD children and adolescents.

Conclusions: The evidence of attention and social skills deficits in children with ADHD supports recent studies in ADHD deficits. Further research is required to explain in detail the nature, severity, and specificity of the deficits in individuals with ADHD.

No MeSH data available.


Related in: MedlinePlus

Funnel Plot of 17 Attention Deficit Hyperactivity Disorder StudiesThe horizontal line represents the primary standardized differences in means for each study, and the vertical lines represent the standard error where available.
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A1840FIG2: Funnel Plot of 17 Attention Deficit Hyperactivity Disorder StudiesThe horizontal line represents the primary standardized differences in means for each study, and the vertical lines represent the standard error where available.

Mentions: The results of the study illustrated that there is a difference between the mean scores of the experimental and control groups. The overall meta-analysis of these studies illustrated a statistical significance (Figures 1 and 2). In addition, overall standardized differences in means ranged between 0.79% and 95%, confidence interval ranged between 0.57 and 1.08, and Z-value was equal to -1.45 (d = mean d = -0.68 (look at below of Equation 1 and Equation 2)). Furthermore, the Q statistic for heterogeneity of 347.74 is statistically significant (P < 0.001); in addition, I2 = 95.40, T2 = 9.44, SE = 4.30, s2 = 18.41, and Tau = 3.07.


Treatment Programs for Students With Attention Deficit Hyperactivity Disorder: A Meta-Analysis Study.

Mihandoost Z - Iran J Psychiatry Behav Sci (2015)

Funnel Plot of 17 Attention Deficit Hyperactivity Disorder StudiesThe horizontal line represents the primary standardized differences in means for each study, and the vertical lines represent the standard error where available.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4644615&req=5

A1840FIG2: Funnel Plot of 17 Attention Deficit Hyperactivity Disorder StudiesThe horizontal line represents the primary standardized differences in means for each study, and the vertical lines represent the standard error where available.
Mentions: The results of the study illustrated that there is a difference between the mean scores of the experimental and control groups. The overall meta-analysis of these studies illustrated a statistical significance (Figures 1 and 2). In addition, overall standardized differences in means ranged between 0.79% and 95%, confidence interval ranged between 0.57 and 1.08, and Z-value was equal to -1.45 (d = mean d = -0.68 (look at below of Equation 1 and Equation 2)). Furthermore, the Q statistic for heterogeneity of 347.74 is statistically significant (P < 0.001); in addition, I2 = 95.40, T2 = 9.44, SE = 4.30, s2 = 18.41, and Tau = 3.07.

Bottom Line: A total of 17 empirical research studies published between 2000 and 2013 met our inclusion criteria.Attention and social skills measures were categorized according to both modality and type of processing required.This meta-analysis study showed that treatment programs reduced attention deficit and social skills in ADHD children and adolescents.

View Article: PubMed Central - PubMed

Affiliation: Department of Psychology, Islamic Azad University, Ilam Branch, Ilam, IR Iran.

ABSTRACT

Context: The aim of this study was to determine the experimental evidence of treatment/intervention programs for deficits in social skills, attention, and behavioral disorder in children and adolescents with attention deficit hyperactivity disorder (ADHD).

Evidence acquisition: Meta-analysis procedures were employed to investigate whether children and adolescents with ADHD exhibit deficits in attention and social skills. A total of 17 empirical research studies published between 2000 and 2013 met our inclusion criteria. Attention and social skills measures were categorized according to both modality and type of processing required.

Results: Children with ADHD exhibited deficits in multiple components of attention and social skills that were not related to language-learning disorders and weaknesses in general intellectual abilities. The overall percentage effect for attention and social skills in students with ADHD was calculated (effect size = 0. 79, confidence interval = 0.57 - 1.08). This meta-analysis study showed that treatment programs reduced attention deficit and social skills in ADHD children and adolescents.

Conclusions: The evidence of attention and social skills deficits in children with ADHD supports recent studies in ADHD deficits. Further research is required to explain in detail the nature, severity, and specificity of the deficits in individuals with ADHD.

No MeSH data available.


Related in: MedlinePlus