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Aldabbagh R, Glazebrook C, Sayal K, Daley D. Systematic Review and Meta-Analysis of the Effectiveness of Teacher Delivered Interventions for Externalizing Behaviors. JOURNAL OF BEHAVIORAL EDUCATION 2022:1-42. [PMID: 36093124 PMCID: PMC9440654 DOI: 10.1007/s10864-022-09491-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/15/2022] [Indexed: 06/15/2023]
Abstract
This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.
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Affiliation(s)
- R. Aldabbagh
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
- Special Education Department, Jeddah University, Jeddah, Saudi Arabia
| | - C. Glazebrook
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
| | - K. Sayal
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
| | - D. Daley
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, UK
- Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan, Institute of Mental Health, Nottingham, UK
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Mondi CF, Rihal TK, Magro SW, Kerber S, Carlson EA. Childcare providers' views of challenging child behaviors, suspension, and expulsion: A qualitative analysis. Infant Ment Health J 2022; 43:695-713. [PMID: 35913365 PMCID: PMC9463106 DOI: 10.1002/imhj.22005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 04/18/2022] [Indexed: 11/07/2022]
Abstract
Previous research has underscored a need to understand the experiences and decision-making processes that contribute to suspension and expulsion in early care and education settings, particularly among young children of color. The present study conducted qualitative interviews with 20 center- and family-based childcare providers from the Minnesota Early Care and Education (MECE) study. Participants were asked about challenging child behaviors that they have encountered, their perceptions of these behaviors and how they manage them, and their thought processes around suspension and expulsion. Overall, the most frequently reported categories of challenging behaviors were physical aggression and noncompliance/defiance/arguing. The most commonly reported perceived causes of challenging behaviors were typical child development and parenting problems. The primary reported strategy for addressing challenging behaviors was connecting with the child, with relatively few providers reporting using other evidence-based strategies. Finally, the most commonly reported reasons for considering suspension or expulsion were the providers feeling they had exhausted options and could not meet the child's needs, and the child's behavior being perceived as dangerous to self or others. Implications for future research and practice (including increased support services for childcare providers) are discussed.
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Affiliation(s)
- Christina F Mondi
- Brazelton Touchpoints Center, Division of Developmental Medicine, Boston Children's Hospital, Boston, Massachusetts, USA
- Harvard Medical School, Boston, Massachusetts, USA
| | - Tripat K Rihal
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Sophia W Magro
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Sydney Kerber
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Elizabeth A Carlson
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
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Franke N, Keown LJ, Sanders MR. An RCT of an Online Parenting Program for Parents of Preschool-Aged Children With ADHD Symptoms. J Atten Disord 2020; 24:1716-1726. [PMID: 27609783 DOI: 10.1177/1087054716667598] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective: This randomized control trial evaluated the efficacy of an online self-help program in a sample of parents of preschoolers with ADHD symptoms. Method: Parents were randomly assigned to the intervention group (n = 27) or the delayed intervention group (n = 26). Child behavior measures were completed by mothers, fathers, and teachers, and parenting measures were completed by mothers. Results: Intent-to-treat analyses indicated significant post-intervention improvements in mother-rated child hyperactivity/inattention, restlessness/impulsivity, defiance/aggression, social functioning, and teacher-rated prosocial behavior, as well as significant improvements in maternal over-reactivity, verbosity, laxness, positive parenting, parenting satisfaction, self-efficacy, stress, and depression. At 6-month follow-up, effects were maintained for maternal over-reactivity and verbosity, parenting satisfaction and self-efficacy, and parental stress and depression. Conclusion: This study provides evidence for the effectiveness of an online self-help parenting program in reducing preschool inattentive behavior difficulties, and in increasing parenting competence, satisfaction in the parenting role, and maternal well-being.
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Affiliation(s)
| | | | - Matthew R Sanders
- The University of Auckland, New Zealand.,The University of Queensland, Brisbane, Australia
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Reply to critical comments on the article 'Increased risk of developing psychiatric disorders in children with attention deficit and hyperactivity disorder (ADHD) receiving sensory integration therapy: a population-based cohort study'. Eur Child Adolesc Psychiatry 2019; 28:1411-1413. [PMID: 30989388 DOI: 10.1007/s00787-019-01323-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/19/2019] [Accepted: 03/22/2019] [Indexed: 10/27/2022]
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Tzang RF, Chang YC, Kao KL, Huang YH, Huang HC, Wang YC, Muo CH, Wu SI, Sung FC, Stewart R. Increased risk of developing psychiatric disorders in children with attention deficit and hyperactivity disorder (ADHD) receiving sensory integration therapy: a population-based cohort study. Eur Child Adolesc Psychiatry 2019; 28:247-255. [PMID: 29872928 DOI: 10.1007/s00787-018-1171-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Accepted: 05/22/2018] [Indexed: 11/26/2022]
Abstract
Parents of children with attention deficit hyperactivity disorder (ADHD) have been found to prefer sensory integration (SI) training rather than guideline-recommended ADHD treatment. This study investigated whether SI intervention for children with ADHD was associated with a reduced risk of subsequent mental disorders. From children < 8-years-old newly diagnosed with ADHD in a nationwide population-based dataset, we established a SI cohort and a non-SI cohort (N = 1945) matched by propensity score. Incidence and hazard ratios of subsequent psychiatric disorders were compared after a maximum follow-up of 9 years. The incidence of psychiatric disorders was 1.4-fold greater in the SI cohort, with an adjusted hazard ratio of 1.41 (95% confidence interval 1.20-1.67), comparing to the non-SI cohort. Risks were elevated for emotional disturbances, conduct disorders, and adjustment disorders independent of age, gender, or comorbidity. Among children with only psychosocial intervention, the incidence of psychiatric disorders was 3.5-fold greater in the SI cohort than in the non-SI cohort. To our knowledge, this is the first study to report an increased risk of developing psychiatric disorders for children with ADHD who received SI compared to those who did not. Potential adverse effects of SI for ADHD children should be carefully examined and discussed before practice.
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Affiliation(s)
- Ruu-Fen Tzang
- Department of Medicine, Mackay Medical College, Taipei, Taiwan
- Mackay Junior College of Medicine, Nursing and Management, Taipei, Taiwan
- Department of Psychiatry and Suicide Prevention Center, Mackay Memorial Hospital, No. 92, Section 2, Zhongshan N. Road, Taipei, 10449, Taiwan
| | - Yue-Cune Chang
- Department of Mathematics, Tamkang University, Taipei, Taiwan
| | - Kai-Liang Kao
- Department of Pediatrics, Far Eastern Memorial Hospital, Taipei, Taiwan
| | - Yu-Hsin Huang
- Department of Medicine, Mackay Medical College, Taipei, Taiwan
- Department of Psychiatry and Suicide Prevention Center, Mackay Memorial Hospital, No. 92, Section 2, Zhongshan N. Road, Taipei, 10449, Taiwan
| | - Hui-Chun Huang
- Mackay Junior College of Medicine, Nursing and Management, Taipei, Taiwan
- Department of Medical Research, Mackay Memorial Hospital, New Taipei City, Taiwan
- Department of Public Health, China Medical University, Taichung, Taiwan
| | - Yu-Chiao Wang
- Management Office for Health Data, China Medical University Hospital, Taichung, Taiwan
| | - Chih-Hsin Muo
- Management Office for Health Data, China Medical University Hospital, Taichung, Taiwan
- College of Medicine, China Medical University Hospital, Taichung, Taiwan
| | - Shu-I Wu
- Department of Medicine, Mackay Medical College, Taipei, Taiwan.
- Department of Psychiatry and Suicide Prevention Center, Mackay Memorial Hospital, No. 92, Section 2, Zhongshan N. Road, Taipei, 10449, Taiwan.
- Department of Audiology, Speech, and Language Pathology, Mackay Medical College, Taipei, Taiwan.
| | - Fung-Chang Sung
- Department of Public Health, China Medical University, Taichung, Taiwan.
- Department of Health Services Administration, China Medical University, College of Public Health, 91 Hseuh Shih Road, Taichung, 404, Taiwan.
| | - Robert Stewart
- Department of Psychological Medicine, King's College London (Institute of Psychiatry, Psychology and Neuroscience), London, UK
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Williford AP, Bulotsky-Shearer R, Bichay K, Reilly S, Downer JT. Adapting assessments of child engagement to develop an early childhood consultation model. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2018.01.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Antshel KM, Zhang-James Y, Wagner KE, Ledesma A, Faraone SV. An update on the comorbidity of ADHD and ASD: a focus on clinical management. Expert Rev Neurother 2016; 16:279-93. [PMID: 26807870 DOI: 10.1586/14737175.2016.1146591] [Citation(s) in RCA: 108] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) commonly co-occur. With the DSM-5, clinicians are permitted to make an ASD diagnosis in the context of ADHD. In earlier versions of the DSM, this was not acceptable. Both ASD and ADHD are reported to have had substantial increases in prevalence within the past 10 years. As a function of both the increased prevalence of both disorders as well as the ability to make an ASD diagnosis in ADHD, there has been a significant amount of research focusing on the comorbidity between ADHD and ASD in the past few years. Here, we provide an update on the biological, cognitive and behavioral overlap/distinctiveness between the two neurodevelopmental disorders with a focus on data published in the last four years. Treatment strategies for the comorbid condition as well as future areas of research and clinical need are discussed.
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Affiliation(s)
- Kevin M Antshel
- a Department of Psychology , Syracuse University , Syracuse , NY , USA.,b Department of Psychiatry & Behavioral Sciences , SUNY-Upstate Medical University , Syracuse , NY , USA
| | - Yanli Zhang-James
- b Department of Psychiatry & Behavioral Sciences , SUNY-Upstate Medical University , Syracuse , NY , USA
| | - Kayla E Wagner
- a Department of Psychology , Syracuse University , Syracuse , NY , USA
| | - Ana Ledesma
- a Department of Psychology , Syracuse University , Syracuse , NY , USA
| | - Stephen V Faraone
- b Department of Psychiatry & Behavioral Sciences , SUNY-Upstate Medical University , Syracuse , NY , USA.,c K.G. Jebsen Centre for Research on Neuropsychiatric Disorders , University of Bergen , Bergen , Norway.,d Department of Neuroscience and Physiology , SUNY-Upstate Medical University , Syracuse , NY , USA
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