Meta-analysis about the effectiveness of psychological treatment for hyperactive children

Journal/Book: Z Klin Psychol-Forsch Praxis. 1996; 25: Rohnsweg 25, D-37085 Gottingen, Germany. Hogrefe-Verlag GmbH & Co. 190-207.

Abstract: Research evaluating psychological treatment of children with attention deficit hyperactivity disorders was analyzed using quantitative methods. Arguments against existing meta-analyses about this topic were considered by taking into account only subjects with clinically relevant disorders, by nor restricting treatments to self-statement modifications, and by including comparisons between psychological and medical treatment. 44 studies could be analyzed with children younger than 13 years. Different aspects of the studies and the treatment comparisons were assessed using a category system. Effect size measure was the standardized difference in mean posttest scores of treatment and control group. Mean effect size for 78 treatment comparisons was 0.45 (SD = 0.51), corresponding to a ''medium'' effector a 17-rank improvement for treated children. Relaxation training and biofeedback had greatest effects, followed by behavior therapy techniques (modeling, operant: techniques) and parent training. Effect size for comparisons between psychological and medical treatment is half as great as effect size for comparisons between psychological treatment and placebo or untreated groups. Presentation of effect sizes for different measuring instruments and method levels shows differential effects: depending on the measuring instrument used, psychological intervention can be better or worse compared to medical treatment.

Note: Article H Saile, Univ Trier, Fachbereich Psychol 1, Psychol Ambulatorium, Postfach 3825, D-54286 Trier, Germany

Keyword(s): meta-analysis; attention deficit hyperactivity disorders of children; treatment evaluation; self-statement modification; parent training; relaxation training; COGNITIVE-BEHAVIORAL TREATMENT; ATTENTION DEFICIT DISORDER; HYPERKINETIC-CHILDREN; SELF-CONTROL; ACADEMIC-PERFORMANCE; IMPULSIVE CHILDREN; RELATIVE EFFICACY; PARENTING STRESS; ADHD CHILDREN; BOYS

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