Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials.

ABSTRACT:

Objective

This meta-analysis evaluated the efficacy of behavioral classroom programs on symptoms of Attention-deficit Hyperactivity Disorder or Oppositional Defiant and/or Conduct Disorder in primary school children.

Method

Online database searches (in PubMed, Embase, Psycinfo, and Eric) yielded nineteen randomized controlled trials (N = 18,094), comparing behavioral classroom programs (including multimodal programs involving a classroom program) to no treatment/treatment as usual. Random-effects meta-analyses were conducted for teacher-rated and classroom-observed disruptive classroom behavior and for classroom-observed on-task behavior. Post-hoc analyses investigated whether effects depended on type and severity of problem behavior. Meta-regressions studied the moderating

SUBMITTER: Veenman B 

PROVIDER: S-EPMC6179198 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature