The Meta Analysis of Trends and the Effects of Non-pharmacological Intervention for School Aged ADHD Children

Ji Yeong Seo; Wan Ju Park

doi:10.12934/jkpmhn.2010.19.2.117

Journal List > J Korean Acad Psychiatr Ment Health Nurs > v.19(2) > 1057846

Go to TopGo to Top Go to BottomGo to Bottom

TOOLS

Seo and Park: The Meta Analysis of Trends and the Effects of Non-pharmacological Intervention for School Aged ADHD Children

Original Article

Journal of Korean Academy of Psychiatric and Mental Health Nursing 2010; 19(2): 117-132.

Published online: 30 June 2010

DOI: https://doi.org/10.12934/jkpmhn.2010.19.2.117

The Meta Analysis of Trends and the Effects of Non-pharmacological Intervention for School Aged ADHD Children

Ji Yeong Seo¹, Wan Ju Park²

¹Full-time Lecturer, Department of Nursing, Youngnam Foreign Language College, Korea.

²Assistant Professor, College of Nursing, Kyungpook National University, Korea.

Address reprint requests to: Park, Wan Ju, College of Nursing, Kyungpook National University, 101 Dong-in 2-ga, Jung-gu, Daegu 700-422, Korea. Tel: 82-53-420-4977, Fax: 82-53-431-1020, wanjupark@knu.ac.kr

Received 22 October 2009 Revised 14 March 2010 Accepted 15 March 2010

(open-access):

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

The purpose of this study was to investigate the trends and the effects of intervention related to ADHD children by meta-analysis.

Methods

After review of 200 articles released from 1990 to 2009 from RISS, KISS, and DBpia, 26 studies was conducted to determine methodological data, 362 research variables, using SPSS/WIN 17.0 program.

Results

Effects size of overall intervention is 1.32 which is high level in terms of Cohen criteria. The greatest effect of intervention is obtained from cognitive behavior control training (1.79). Also art therapy (1.29) and social skill training (0.97) are highly effective whereas parents education (0.66) is only moderate effective. Duration of each session and numbers of session are influential in cognitive behavior control and social skills training.

Conclusion

The results reveal that ADHD intervention has large effect sizes for core features and peripheral features of target outcome variables. For improving the reliability of the meta-analysis results by minimizing publication bias, more intervention studies using appropriated study design should be done.

Keywords: ADHD, Intervention, Meta-analysis

Figures and Tables

Figure 1

Flow of study analysis through the different phases of a systemic review.

Figure 2

Effect size of each target outcome category and intervention.

Figure 3

Effect size difference (error bars indicates 95% CIs).

Table 1

Trends of ADHD Studies in Korea (N=200)

Table 2

Summary of Characteristics of ADHD Intervention Studies (N=26)

Intervention types: CBT=cognitive-behavioral control training; SST=social skill training; PTT=parenting training; ATT=art therapy training.

Target outcome variables: AP=attention problem; CBP=cognitive-behavioral problem; SSP=social skills problem; EEP=ego & emotion problem; RPP=related parenting problem.

Table 3

Effect Size of Target Outcome Variables according to ADHD Intervention (N=362)

Table 4

Effect Size of Each Dependent Variables according to Overall ADHD Intervention (N=362)

A=attention problems; B=cognitive behavior control problems; C=social skills problems; D=ego & emotional problems; E=parenting problems; CBT=cognitive & behavioral control training.

Table 5

Comparison of Intervention Delivery Time (N=362)

^†Scheffe's test.

Notes

This Research was supported by Youngnam Foreign Language College Research Fund, 2009.

References

1. Ahn DH. Attention deficit hyperactivity disorder (ADHD). In : Hong KE, editor. Korean textbook of children psychiatry. Seoul: Joongang Press;2006. p. 220–248.

2. Barkley RA. Attention deficit hyperactivity disorder. New York, NY: Duilford Press;1990.

3. Bor W, Sanders MR, Markie-Dadds C. The effects of the triple p-positive parenting program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties. J Abnorm Child Psychol. 2002; 30(6):571–587.

4. Cho SE. A meta-analysis on the efficacy of parent education programs for handicapped children in Korea. J Spec Educ:Theory Pract. 2004; 5(1):415–429.

5. Cohen J. Statistical power analysis for the behavioral science. 2nd ed. New York, NY: Academic Press;1988.

6. Corcoran J, Dattalo P. Parent involvement in treatment for ADHD: A meta-analysis of published studies. Res Soc Work Pract. 2006; 16:561–570.

7. Fabiano GA, Pelham WE, Coles EK, Gnagy EM, Chronis-Tuscano A, O'Connor BC. A meta-analysis of behavior treatments for attention-deficit/hyperactivity disorder. Clin Psychol Rev. 2009; 29:129–140.

8. Frankel F, Myatt R, Cantwell DP, Feinberg DT. Parent assisted transfer of children's social skills training: Effects on children with and without attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry. 1997; 36:1056–1064.

9. Gresham FM, Cook CR, Crews SD, Kern L. Social skills training for children and youth with emotional and behavior disorder: Validity considerations and future directions. Behav Disord. 2004; 30:32–46.

10. Kim IH. Effect of the group art therapy in children with attention-deficit hyperactivity disorder (ADHD). J Korean Acad Psychiatr Ment Health Nurs. 2006; 15(2):152–160.

11. Kim IH. The effect of social skills training with attention-deficit hyperactivity disorder (ADHD). J Korean Acad Psychiatr Ment Health Nurs. 2007; 16(4):420–428.

12. Landahl B, Risser HJ, Lovejoy C. A meta-analysis of parent training: Moderators and follow-up effects. Clin Psychol Rev. 2005; 26:86–104.

13. Lee SS. A meta-analysis of the effect of art therapy programs on ADHD children's essential feature. Daegu: Daegu University;2008. Unpublished master's thesis.

14. Lee Y. A meta-analysis of the effect of group counseling programs on ADHD children's behavior change. Jeonju: Chungbuk National University;2006. Unpublished master's thesis.

15. Majewicz-Hefley A, Carlson JS. A meta-analysis of combined treatments for children diagnosed with ADHD. J Atten Disord. 2007; 10:239–250.

16. National Institute for Health and Clinical Excellence. Attention deficit hyperactivity disorder: Diagnosis and management of ADHD in children, young people and adults. 2009. 03. Retrieved October, 15, 2009. from NICE Web site: http://guidance.nice.org.uk/CG72/Guidance/pdf/English.

17. Selekman J, Moore CK. Attention deficit hyperactivity disorder. In : Allen PJ, Vessey JA, editors. Primary care of the child with a chronic condition. 4th ed. St. Louis, Missouri: Mosby;2004. p. 198–216.

18. Sonuga-Barke EJ, Daley D, Thompson M, Laver-Bradbury D, Weeks A. Parents-based therapies for preschool attention-deficit/hyperactivity disorder: A randomized, controlled trial with a community sample. J Am Acad Child Adolesc Psychiatry. 2001; 40(4):402–408.

19. Wolraich ML, Wibbelsman CJ, Brown TE, Evans SW, Gotlied EM, Knight JR, et al. Attentiondeficit/hyperactivity disorder among adolescents: A review of the diagnosis, treatment, and clinical implications. Pediatrics. 2005; 115(6):1734–1746.

TOOLS

Similar articles