Journal of the Korean Academy of Child and Adolescent Psychiatry : eISSN 2233-9183 / pISSN 1225-729X

Table. 1.

Table. 1.

Data extraction sheet of four articles included in the systematic review

Characteristics Cirelli et al. [26] Pfiffner et al. [31] Stephenson [25] Hart et al. [27]
Research design Nonconcurrent multiple baseline design Randomized controlled trial Multiple baseline Not reported
Participants Participants: 2 males of 7 and 9 years; Diagnosis: attentiondeficit/ hyperactivity disorder (ADHD) Participants: 199 (58% of males) of 7-11 years; Diagnosis: ADHD-Inattentive Type Participants: 3 males
1) 6.3 years; diagnosis: autism and developmental disability with moderate intellectual disability
2) 5.8 years; diagnosis: moderate intellectual disability, ADHD, and global delay
3) 5.5 years; diagnosis: autism spectrum disorder
Participants: 33 (76% of males) of 7-12 years; Diagnosis: ADHD
Setting Each participant’s classroom University of California San Francisco; University of California, Berkeley Classroom Academic learning center
Targeted skills/ depended measures On-task behavior and on-schedule behavior Skills: organizational, social, independent, academic, self-care, daily living Reading, writing, numbers, special activity On task behavior and work productivity (academic skills, reading skills, independent skills)
Type of intervention Activity schedule and through worksheet, schedule book, written instructions on paper strips, visual organizational charts, sticker charts Child Life and Attention Skills Treatment:
-Ten 90-minute parent group meetings
-Six 30-minute child group meetings
-Teacher consultation Parent-focused treatment:
-Parent training group
-Individual family meetings
-Monthly treatment booster sessions for families Treatment as usual:
-Parenting workshop
-Special education services
-Seating modified homework
-Behavioral chart
-Extra time on tests
Schedule apps through iPads and pictures displayed Summer treatment program: small-group condition
-Reading comprehension activity in the instructional period
-Reading comprehension testing during testing period whole-group condition
-Reading comprehension activity during instructional period
-Reading comprehension test during testing period Independent seatwork
-Reading comprehension activity during instructional period
-Reading comprehension test during testing period
Strategies used Simplified directions, repetition of directions, incentive coupons, extended time, rephrasing questions Problem-solving steps, self-cues, reminder list, role plays, scaffolding, routinization, using rewards, positive consequence such as praises, cue based reminders, organizational strategies, group based rewards, play activities Verbal and visual prompts Not reported
Results/outcomes Increased on task and on schedule behavior in the absence of teacher prompts Reduction of inattention symptoms, increases in social skills, and overall improvement, increased organizational skills Completed one step in the intervention session and improved rapidly in terms of schedule app usage through writing, reading and number based activities Increased on-task behavior during small-group instruction, increased work productivity during small group condition
J Korean Acad Child Adolesc Psychiatry 2022;33:2-15 https://doi.org/10.5765/jkacap.210021
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