注意缺陷多动障碍（ADHD）教师培训计划对教师和学生的影响：系统评价和荟萃分析。

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis.

机构信息

University of Southampton, Southampton, Hampshire, UK.

Solent NHS Trust, Southampton, UK.

出版信息

J Atten Disord. 2022 Jan;26(2):225-244. doi: 10.1177/1087054720972801. Epub 2020 Dec 17.

OBJECTIVE

To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers' ADHD knowledge and reducing pupils' ADHD-type behaviors.

METHOD

Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD).

RESULTS

29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (-2.02, -0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils' behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (-0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study.

CONCLUSION

ADHD teacher training programs may be effective in initially improving ADHD teachers' knowledge. There is inconsistent evidence for their efficacy to reduce students' ADHD-type behaviors.

目的

综合 ADHD 教师培训干预对教师 ADHD 知识和减少学生 ADHD 型行为的疗效证据。

方法

系统检索了 6 个电子数据库，截至 2023 年 4 月 14 日。进行荟萃分析以汇总标准化均数差（SMD）。

结果

系统评价纳入了 29 项研究，22 项进行了荟萃分析。在进行后测和随访时，教师知识的 SMD 分别为 1.96（95%置信区间=1.48，2.43）和-1.21（-2.02，-0.41）。在进行后测时，对受试者的分析显示 SMD=1.56（0.52，2.59），但随访时的数据不足。在进行后测时，学生行为的 SMD 为受试者内和受试者间分别为 0.78（0.37，1.18）和 0.71（-0.11，1.52）。除一项研究外，其余研究均存在中高度偏倚风险。