Applied Research in Consulting

Investigating the Types of Interventional Methods for Reducing Attention Deficit/Hyperactivity Disorder (ADHD) in Children: A Meta-Analysis Study

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Document Type : Original Article

Authors

masoud baghbani 1
javad mesrabadi 2
marziye eskandarpour 3
abolfazl farid 4

1 PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan shahid madani university, Tabriz, Iran

2 Professor of Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan shahid madani university, Tabriz, Iran

3 Ph.D. Student in Educational Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

4 Associate Professor of Educational Psychology, Faculty of Psychology and Educational Sciences, Azarbaijan shahid madani university, Tabriz, Iran

Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders in children and adolescents. This study aimed to quantitatively synthesize research on the effectiveness of non-pharmacological interventions in reducing ADHD symptoms through a meta-analysis. Based on inclusion and exclusion criteria, 16 studies conducted between 2011 and July 2023 were analyzed. From these studies, 19 effect sizes were extracted, and after removing one outlier, the fixed effect size was 1.30, and the random effect size was 1.47. Moderating variables, such as the type of educational and non-pharmacological interventions, gender, number of sessions, and age, were also examined. The results indicated significant differences in effect sizes across studies based on these variables. This study emphasizes that sustained non-pharmacological educational interventions, especially when initiated at an early age, can lead to a reduction in ADHD symptoms. These findings highlight the importance of non-pharmacological interventions and targeted educational approaches in managing ADHD.

Keywords

Interventional Methods
Hyperactivity
Meta-Analysis

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