The Effectiveness of Teaching Strategies and Behavior Management Programs on Academic Achievement and Self-Management in Students with ADHD: A Meta-Analysis

This meta-analysis synthesizes recent research (۲۰۲۰-۲۰۲۵) to evaluate the effectiveness of teaching strategies and behavior management programs on academic achievement and self-management in students with Attention-Deficit/Hyperactivity Disorder (ADHD). A systematic review of literature from databases including Google Scholar, PubMed, PsycINFO, and ERIC identified ۳۱ eligible studies. Results indicate that a combination of antecedent- and consequent-based teaching strategies, alongside structured behavior management programs, significantly improves both academic performance and self-management skills among students with ADHD. The meta-analysis reveals a moderate to large overall effect size for these interventions. Specifically, strategies such as token economies, daily report cards, and self-monitoring interventions demonstrated substantial positive outcomes. These findings underscore the importance of multi-faceted, evidence-based approaches in supporting the educational and developmental needs of students with ADHD. This paper presents a detailed analysis, including forest plots and summary tables, and discusses implications for educational practice and future research.

کلیدواژه ها:

ADHD ، teaching strategies ، behavior management ، academic achievement ، self-management ، meta-analysis