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Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials

Author

Listed:
  • Betty Veenman
  • Marjolein Luman
  • Jaap Oosterlaan

Abstract

Objective: This meta-analysis evaluated the efficacy of behavioral classroom programs on symptoms of Attention-deficit Hyperactivity Disorder or Oppositional Defiant and/or Conduct Disorder in primary school children. Method: Online database searches (in PubMed, Embase, Psycinfo, and Eric) yielded nineteen randomized controlled trials (N = 18,094), comparing behavioral classroom programs (including multimodal programs involving a classroom program) to no treatment/treatment as usual. Random-effects meta-analyses were conducted for teacher-rated and classroom-observed disruptive classroom behavior and for classroom-observed on-task behavior. Post-hoc analyses investigated whether effects depended on type and severity of problem behavior. Meta-regressions studied the moderating effects of age, gender, and intervention duration. Results: Small positive effects were found on teacher-rated disruptive behavior (d = -0.20) and classroom-observed on-task behavior (d = 0.39). Program effects on teacher-rated disruptive behavior were unrelated to age, gender, type and severity, but negatively associated with intervention duration (R2 = 0.43). Conclusion: Behavioral classroom programs have small beneficial effects on disruptive behavior and on-task behavior. Results advocate universal programs for entire classrooms to prevent and reduce disruptive classroom behavior.

Suggested Citation

  • Betty Veenman & Marjolein Luman & Jaap Oosterlaan, 2018. "Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials," PLOS ONE, Public Library of Science, vol. 13(10), pages 1-23, October.
    • Handle: RePEc:plo:pone00:0201779
    DOI: 10.1371/journal.pone.0201779
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    References listed on IDEAS

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    1. Geraldina F Gaastra & Yvonne Groen & Lara Tucha & Oliver Tucha, 2016. "The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-19, February.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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