ADHD Pro
LibraryPRO Library
PRO Card Library

Evidence card list

2026-02-18 — Long-term parent training effects, components, online BPT, school-based support (5 cards)

Previous packNext pack
Evidence Map

This pack at a glance

Parent training and school-based intervention evidence should be read by effect scope, delivery setting, and limits rather than as one-size-fits-all advice.

001

Sustained Effects of BPT: Long-Term Improvements Confirmed by Meta-Analysis

MetaAnalysisLevel Bparent-training / BPT / long-term-effects / meta-analysis / behavior-improvement

So what: Improvements in child behavior problems and parenting practices were sustained post-training (effect size g=0.33-0.49).

002

Key Components of Parent Training: What Actually Works?

MetaAnalysisLevel Bparent-training / component-analysis / behavior-management / positive-reinforcement / meta-analysis

So what: Reducing inappropriate behavior management and using positive reinforcement were identified as key effective components.

003

Parent Training for Elementary ADHD Children: 2025 Systematic Review

SystematicReviewLevel Bparent-training / elementary / systematic-review / 2025 / symptom-reduction

So what: Parent training was confirmed effective in reducing ADHD symptoms and improving behavior problems in this age group.

004

Online BPT: Internet-Based Parent Training Randomized Trial

RCTLevel Cinternet-based / online-BPT / RCT / telehealth / 2025

So what: Online BPT showed potential to achieve effects comparable to face-to-face approaches.

005

School-Based ADHD Interventions: 2025 Systematic Review & Meta-Analysis

MetaAnalysisLevel Bschool-based / classroom-management / meta-analysis / 2025 / social-skills

So what: Classroom behavior improvement and attention gains were observed, but academic performance results were mixed.

Card Pack

5 cards

Existing 2026-02-18 English detail paths and source href/label values are preserved. This screen is the PRO-library entry point for the five existing English card details.

001

Sustained Effects of BPT: Long-Term Improvements Confirmed by Meta-Analysis

MetaAnalysisDOI:10.1111/jcpp.13888Level B

So what: Improvements in child behavior problems and parenting practices were sustained post-training (effect size g=0.33-0.49).

002

Key Components of Parent Training: What Actually Works?

MetaAnalysisDOI:10.1016/j.jaac.2020.11.007Level B

So what: Reducing inappropriate behavior management and using positive reinforcement were identified as key effective components.

003

Parent Training for Elementary ADHD Children: 2025 Systematic Review

SystematicReviewDOI:10.1177/27546330251351057Level B

So what: Parent training was confirmed effective in reducing ADHD symptoms and improving behavior problems in this age group.

004

Online BPT: Internet-Based Parent Training Randomized Trial

RCTSourceLevel C

So what: Online BPT showed potential to achieve effects comparable to face-to-face approaches.

005

School-Based ADHD Interventions: 2025 Systematic Review & Meta-Analysis

MetaAnalysisPMID:40761448Level B

So what: Classroom behavior improvement and attention gains were observed, but academic performance results were mixed.

Use This Pack

What to do after reading

Use the cards to prepare questions about parent training, online support, and school collaboration. Do not treat them as diagnosis or treatment instructions.

Sources

Source check

Source href and visible source labels are preserved from the existing English detail files.

Card
Topic
Source
001
Sustained Effects of BPT: Long-Term Improvements Confirmed by Meta-Analysis
002
Key Components of Parent Training: What Actually Works?
003
Parent Training for Elementary ADHD Children: 2025 Systematic Review
004
Online BPT: Internet-Based Parent Training Randomized Trial
005
School-Based ADHD Interventions: 2025 Systematic Review & Meta-Analysis
Notice and limits
  • This screen supports evidence reading inside the PRO library and does not direct diagnosis, treatment, prescribing, or medication choice.
  • Parent training and school-support decisions should be discussed with qualified professionals who know the child, family, and school context.
  • Group-level findings should not be transferred directly to an individual case without considering fit, feasibility, and limits.