Date of Award

2025

Document Type

Dissertation

Degree Name

Philosophy (Ph.D)

Department

Psychology

First Advisor

Imad Zaheer

Abstract

Symptoms of Attention Deficit Hyperactivity Disorder (ADHD) are pervasive and impair functioning across settings. Though effective interventions designed for school or for home settings are well established, collaborative cross-setting interventions for children with ADHD have yet to be systematically reviewed. The present study conducted a systematic review and meta-analysis consisting of eight studies which were analyzed most prominently in (a) measures used, (b) child outcomes in functional impairment, social/emotional/behavioral functioning, and academic achievement, and (c) parent and teacher outcomes. Measures included in study are described, the majority were valid and reliable. Measures included in the review lacked consistency in which constructs they measured, which limited analysis. Improvements were reported across all outcomes with varying effect sizes. Significant improvements were reported in half of the overall outcomes for children’s social, emotional, and behavioral functioning and academic achievement. Select parent and teacher outcomes reported some improvements, most significantly in areas of knowledge, skill, and performance. Overall, meta-analysis results indicate a medium effect, though not statistically significant given small sample size. Limitations and directions for future research are discussed.

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