Core signal
What: A large-scale Systematic Review examining Non-Pharmacological ADHD Interventions feasible in schools (Classroom Management, Self-Regulation Training, Organizational Skills Training, etc.).
PRO Summary
How to read this card
Evidence scope
Who: Teacher-led behavioral management strategies and Self-Regulation Training were reported to be possibly associated with Symptom Reduction.
Use principle
Result: Published in 2015, it is recommended to also consider more recent research findings that have accumulated since then.
Evidence Reading
What to check when interpreting the evidence
Study typeType: Systematic Review
PopulationPopulation: Elementary Children
EvidenceEvidence: Original Link (DOI:10.3310/hta19450)
UseResult: Published in 2015, it is recommended to also consider more recent research findings that have accumulated since then.
Consultation Prep
Turn the card into questions before consultation
Teachers can try providing structured environments such as visual schedules and clear instructions during class.
Record this as a question or context point before professional consultation.
You can use this study as a reference when requesting behavioral management support at your child's school.
Record this as a question or context point before professional consultation.
Self-Regulation Training strategies (timers, checklists, etc.) can be practiced at home as well.
Record this as a question or context point before professional consultation.
Limits
PRO use principles
Evidence scope
Limitation: Published in 2015 (10 years ago), updated evidence is needed. School environments and systems vary by country, requiring contextual adaptation.
Hold individual application
Do not transfer group-level findings, guideline summaries, or program effects directly to an individual case without considering fit, feasibility, and limits.
Use principle
Disclaimer: This information summarizes recent research findings and does not replace medical diagnosis or treatment. For health-related decisions, please consult a qualified professional.
Professional consultation
ADHD assessment, medication decisions, school support, and care planning should be discussed with a qualified professional.
Scope Note
Notice and limits
Limitation: Published in 2015 (10 years ago), updated evidence is needed. School environments and systems vary by country, requiring contextual adaptation.
Disclaimer: This information summarizes recent research findings and does not replace medical diagnosis or treatment. For health-related decisions, please consult a qualified professional.