Table 3.
Describing the intervention used in the included trials
| Trial | Intervention type | Intervention description | Duration | Location |
|---|---|---|---|---|
| Baker-Henningham et al. (2009a, 2009b) | Incredible Years (IY) teacher training program | The training program focuses on | 7 days of 14 classes (30–40 min), | Jamaica |
| Classroom management program | Teacher–parent collaboration | And One monthly consultation in the teachers’ class | ||
| Building teacher–child warmth | ||||
| Developing emotional-social skills | ||||
| Eliminating negative behaviors | ||||
| Classroom rules, children anger management, understanding emotions, and peer relation | ||||
| Baker-Henningham et al. (2012), Baker-Henningham and Walker, (2018) | IY program | The IY program with additional activities and roleplay, based on Jamaican teachers’ needs | 8 days | Jamaica |
| Bloomquist et al. (1991) | Cognitive Behavior Therapy CBT-focused training for teachers, parents, and children: | The training focuses on understanding ADHD in children, problem-solving skills, teaching behavior consequences, reinforcing children’s problem solving in school | 10 weeks | USA |
| Caldarella et al. (2018) | The program focuses on improving teachers’ implication of classroom management, including positive behavior intervention and support for strategies, social skills, and self-management | 4 months | USA | |
| Corkum et al. (2019) | web-based intervention behavior management for ADHD | The program focuses on six different ADHD aspects. The website includes a variety of materials, sessions are as follows: | 6 weeks | Canada |
| ADHD misconceptions effects, causes, and possible treatments, school–parent relationship, behavior plan targeting for a specific child, classroom organization, modifying classwork, and improving teacher–student relationship (TSR) | ||||
| Addressing academic and cognitive students’ need | ||||
| Preparing teachers to teach learning skills, self-regulation and meta-cognition, evaluate the child’s improvement, phase out the current behavior plan, and prepare follow-up plans | ||||
| Coaching through discussion board was available | ||||
| Conroy et al. (2015) | Best In Class intervention classroom-based intervention | The intervention consists of training on setting rules, preventing challenging behavior before erupting, offering children opportunities to respond during activities, using specific praise during activities, and delivering positive feedback, followed by coaching and observation | 6 h of training followed by 14- 1:30 min sessions of coaching and 30 min observation | USA |
| Conroy et al. (2021) | Best In Class intervention web-based intervention | One day technology training for the use of the platform and the app that is used by the teacher to record themselves in the classroom and get feedback. The eighth component of (best in class) was placed in one platform. In the coaching session, the teacher and the coach will go through the information in the model and then coaches provide feedback for the video that was sent using the app | 14 coaching sessions via Zoom | USA |
| Downer et al. (2018) |
Video feedback and consultation Behavior management strategies |
The early childhood consultation model (Learning to Objectively Observe Kids (LOOK) helps teachers’ selection and behavioral strategies, using data from video feedback and validated measures and forming a social-emotional teaching strategy | Fall and spring of 2014–2015 | USA |
| Gonzales-Ball & Bratton, (2019) | A 30-min video recorded play session was also preformed weekly on a “child of focus.” | Phase 1 was a 10-session protocol, including two full days of didactics (5 sessions), then seven weeks of 1-h group training (5 sessions) | USA | |
| Phase 2 training included in-class coaching | ||||
| Hickey et al. (2017) | IY TCM training + using videotape modeling | IY TCM training + using videotape modeling, role plays, and group discussion | 5 sessions (one per month), and one phone call during one interval between monthly session | Ireland |
| Hoogendijk et al., (2018, 2020) | Key2Tech | Developing a teacher-focused coaching system (Key2Teach for primary school children) to help improve STR, with the key elements involving interaction; insight into mental representation of the STR; and polishing teachers’ interactive skills | Both phases involved 12 sessions and 2 videotaped lessons: four sessions (phase 1) and eight sessions (phase 2) | Netherlands |
| Coaching in functional behavior analysis | ||||
| Key2Tech comprised two phases and four building blocks | ||||
| Phase 1: Offering the teacher insights into TSR using elements of functional behavior analysis | ||||
| Phase 2: Promoting the positive interaction patterns among students and teachers | ||||
| Hutchings et al. (2013) | IY TCM training program | The training focuses on developing a better TSR, improving teachers’ strategies, including praise, reinforcement, and responsiveness, encouraging students to be ambitious, finding ways to reduce negative behavior, training children to regulate their emotional and social skills | 1 day monthly for 5 months | Wales |
| LoCasale-Crouch et al. (2018), Williford et al. (2017) | Counseling (Banking time) | The training focus is on improving interaction quality not quantity by implementing four critical skills, observing a child's action, narrating it, accurately labeling a child’s emotions, and developing themes. The teachers interact with the child in play time and videotape the session and send it to the counselor. The counseling session focuses on problem solving based on the need of the teacher | Face to face coaching session, and a brief phone call in the alternate weeks (around 10 min play time with the child) 2–3 times weekly for eight weeks | USA |
| McCullough et al. (2021) | Best In Class intervention classroom-based intervention | See Conroy et al. (2015) | 6 h of training followed by 14- 1:30 min sessions of coaching and 30 min observation | USA |
| Owens et al. (2017) | Daily report card and consultation | The program consists of a workshop and a consultation. The workshop starts with an introduction about ADHD, general classroom management, and a daily report card. Then, an interview with the teacher will be conducted regarding classroom management. Then, the teacher will learn how to develop the daily report card. Meetings with the counselor will be conducted biweekly to assess teacher performance and provide feedback, including classroom management strategies and report card graphs, as well as teachers’ values and beliefs | 3-h workshop/fact sheets 6 consultation/30 min-hour consultation every other week | USA |
| Reinke et al. (2014) |
IY TCM training Behavior management strategies |
In the training, the coaches spent time in action planning and providing performance feedback on teachers’ implementation of the behavior support plans | 6 days | USA |
| Additionally, behavior support plans for targeted children | ||||
| Spilt et al. (2012) | Relationship-focused reflection program (RFRP) | The training starts with teacher relationship interview (TRI), then coaches will link the video observation with the interview data and provide (recommendation and strategies) | 4 sessions of 45–60 min | Netherlands |
| Stoiber and Gettinger (2011) | Functional behavior assessment | The training contains basic concepts: conducting functional assessment/goal planning/establishing positive behavior to support PBS/applying and monitoring the PSP/reviewing and assessing results | 2:30-h session followed by 2 weeks observation, functional analysis (FA) 5-h PBS developing. Implementation 8–10 Weeks | USA |
| Conroy et al., (2018, 2019) and Sutherland et al., (2018a, 2018b) |
Best In Class intervention classroom-based intervention |
See Conroy et al. (2015) | One day teachers’ workshop/14 coaching weeks/one weekly session | USA |
| Sutherland et al. (2020) |
Best In Class intervention classroom-based intervention |
See Conroy et al. (2015) | 6 h of training followed by 14- 1:30 min sessions of coaching and 30 | USA |
| Vancraeyveldt et al., (2015a, 2015b) | Playing together session adapted from Banking time | Teachers were given a manual and watched a DVD demonstrating good and bad strategies. They were also given behavior medication strategies and learnt how to improve teacher interaction with children during the play session by observing and narrating on a child's action, describing child’s emotions, and developing themes. The teachers would interact with the child in playtime session and send it to the counselor. The counseling session focuses on problem solving based on the need of the teacher | 7/2 h session | Belgium |
| Veenman et al., (2017, 2019) | Positivity and Rules Program (Manual) | A manual contained ADHD symptoms, evidence-based classroom strategies, and contingency management. The most important factor in the training was how to implement the intervention systematically and precisely | 6 weeks | Netherlands |