Main outcome

Reference

Articles relating to training, coaching, instruction, educational consultation

・ The findings support academic consultation to enhance academic functioning in children with ADHD.

・ Large effect sizes (>0.80): math calculation, math fluency, reading fluency and passage comprehension.

(Dupaul et al., 2006)

・ Results indicated significant classroom improvements for externalizing behaviors and attention problems with medium and large main effects.

・ Significant results were observed for changes in ADHD symptoms of inattention due to family training (p < 0.01).

(Curtis et al., 2013)

・ Students were harmonious in their belief of coaching improving how they worked on academic goals.

・ Coaching helped to be more self-regulated: to set more realistic and specific goals, use effective time management, be able to avoid distraction in class).

(Parker et al., 2013)

・ Children with ADHD improved after a social skills training aiming to improve occupational performance and no longer differed from the children without ADHD (p < 0.008).

・ Difficulties were related to: energy, time, and adaptation, following instructions and terminating the task, difficulties in organizing actions, talking too frequently.

(Gol & Jarus, 2005)

・ The participants showed improvement in non-trained measures of reading comprehension, and passage copying as well as a reduction of reports of inattentiveness (p < 0.05).

・ Children with ADHD received a computerized attentional training program composed to activate sustained, executive and selective attention, and orienting of attention.

(Shalev et al., 2007)

Articles relating to educational environment or tool

・ Hypermedia instruction (computer-based devices designed to promote learning in educational settings) produced better learning outcomes than traditional instruction.

(Fabio & Antonietti, 2012)

・ Children with ADHD were more affected by distractions in the virtual reality classroom while performing a continuous performance task than those without ADHD (non-significant).

(Adams et al., 2009)

・ Children with ADHD were significantly less on-task than controls during individual work and whole class group teaching, but not during small group work.

・ Children with ADHD had significantly shorter on-task span during academic tasks (mathematics, language, and sciences), but not during music and arts.

(Imeraj et al., 2013)

・ ADHD students displayed more problems of actively disruptive behavior across classroom contexts (p < 0.01).

・ More disruptive behavior was observed during individual silent work compared with normal classroom teaching.

(Lauth et al., 2006)

Articles relating to pharmacological treatment

・ ADHD students using stimulant medication said the drugs helped them concentrate and organize better.

(Advokat et al., 2011)

・ Lisdexamfetamine was associated with large reductions in ADHD symptoms and improvement in executive functioning.

・ Linear lisdexamfetamine effects were found for specific aspects of executive functioning related to task management, planning, organization, study skills, and working memory.

(Dupaul et al., 2012)

・ Data showed significant improvement of methylphenidate on academic measures.

・ Note-taking quality, written language usage and productivity, on-task and disruptive behavior and homework completion.

(Evans et al., 2001)

・ Both medication and pedagogical interventions were effective for reducing the main symptoms of ADHD (inattention and hyperactivity).

(Miranda et al., 2006)

Articles relating to symptomatology, symptom severity and persistence of symptoms

・ There are significant differences in academic achievement according to long-term stimulant treatment status within each subtype symptom class (over a period of 4 years).

・ Associations between receiving stimulant treatment and academic achievement were inattentive: 0.21; hyperactive-impulsive: 0.11; and combined class: 0.38.

(Barnard et al., 2010)

・ Adolescents with ADHD completed and turned in a significantly lower percentage of assignments were significantly less likely to be working up to their potential.

・ Baseline symptom severity of ADHD, oppositional defiant disorder and conduct disorder for adolescents with ADHD were not significant predictors of for grade point average, attendance, drop-out, or class placement.

・ IQ was significantly lower in the ADHD group (102 vs. 111; p < 0.001), they were more absent (p < 0.01), and were more tardy (p < 0.01).

・ For academic for grade point average, R2 values were as follows: group only = 0.80, IQ only = 0.78, parent education only = 0.78, and full model = 0.88.

(Kent et al., 2011)