دورية أكاديمية
Synthesising the existing evidence for non-pharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol.
| العنوان: | Synthesising the existing evidence for non-pharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol. |
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| المؤلفون: | Russell, Abigail E, Moore, Darren, Sanders, Amy, Dunn, Barnaby, Hayes, Rachel, Kidger, Judi, Sonuga-Barke, Edmund, Pfiffner, Linda, Ford, Tamsin |
| المصدر: | essn: 2046-4053 ; nlmid: 101580575 |
| بيانات النشر: | Springer Science and Business Media LLC //dx.doi.org/10.1186/s13643-022-01902-x Syst Rev |
| سنة النشر: | 2022 |
| المجموعة: | Apollo - University of Cambridge Repository |
| مصطلحات موضوعية: | ADHD, Global functioning, Intervention mapping, Non-pharmacological interventions, Organisation skills, Quality of life, School, School relationships, Self-esteem, Executive functioning, Systematic review, Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Preschool, Humans, Meta-Analysis as Topic, Parents, Schools, Systematic Reviews as Topic |
| الوصف: | BACKGROUND: Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) have impairing levels of difficulty paying attention, impulsive behaviour and/or hyperactivity. ADHD causes extensive difficulties for young people at school, and as a result these children are at high risk for a wide range of poor outcomes. We ultimately aim to develop a flexible, modular 'toolkit' of evidence-based strategies that can be delivered by primary school staff to improve the school environment and experience for children with ADHD; the purpose of this review is to identify and quantify the evidence-base for potential intervention components. This protocol sets out our plans to systematically identify non-pharmacological interventions that target outcomes that have been reported to be of importance to key stakeholders (ADHD symptoms, organisation skills, executive-global- and classroom-functioning, quality of life, self-esteem and conflict with teachers and peers). We plan to link promising individual intervention components to measured outcomes, and synthesise the evidence of effectiveness for each outcome. METHODS: A systematic search for studies published from the year 2000 that target the outcomes of interest in children and young people aged 3-12 will be conducted. Titles and abstracts will be screened using prioritisation software, and then full texts of potentially eligible studies will be screened. Systematic reviews, RCTs, non-randomised and case-series studies are eligible designs. Synthesis will vary by the type of evidence available, potentially including a review of reviews, meta-analysis and narrative synthesis. Heterogeneity of studies meta-analysed will be assessed, along with publication bias. Intervention mapping will be applied to understand potential behaviour change mechanisms for promising intervention components. DISCUSSION: This review will highlight interventions that appear to effectively ameliorate negative outcomes that are of importance for people with ADHD, parents, school staff and ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | https://www.repository.cam.ac.uk/handle/1810/335232Test |
| DOI: | 10.17863/CAM.82662 |
| الإتاحة: | https://doi.org/10.17863/CAM.82662Test https://www.repository.cam.ac.uk/handle/1810/335232Test |
| حقوق: | Attribution 4.0 International ; https://creativecommons.org/licenses/by/4.0Test/ |
| رقم الانضمام: | edsbas.6DE0D50A |
| قاعدة البيانات: | BASE |
| DOI: | 10.17863/CAM.82662 |
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