Effects of Cognitive Behavioral Therapy on Attention Deficit Hyperactivity Disorder among School-aged Children in Korea: A Meta-Analysis.
10.4040/jkan.2015.45.2.169
- Author:
Wan Ju PARK
1
;
Shin Jeong PARK
;
Sung Dong HWANG
Author Information
1. College of Nursing, Kyungpook National University, Daegu, Korea.
- Publication Type:Meta-Analysis ; Research Support, Non-U.S. Gov't ; Review
- Keywords:
Cognitive behavioral therapy;
Attention deficit hyperactivity disorder;
Meta-analysis
- MeSH:
Attention;
Attention Deficit Disorder with Hyperactivity/*therapy;
Child;
*Cognitive Therapy;
Databases, Factual;
Humans;
Psychomotor Agitation;
Republic of Korea;
Self-Control/psychology;
Social Skills
- From:Journal of Korean Academy of Nursing
2015;45(2):169-182
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study was a meta-analysis designed to identify effects of Cognitive Behavioral Therapy (CBT) interventions in alleviating main symptoms of Attention Deficit Hyperactivity Disorder (ADHD) among school-aged children in Korea. METHODS: Examination of several databases including Research Information Sharing Service, Korean Studies Information Service System, Data Base Periodical Information Academic and hand-searched article references, resulted in identification of 1,298 studies done between 2000 and 2013 of which 21 met the inclusion criteria. Comprehensive Meta-Analysis version 2.0 was used to analyze effect sizes, explore possible causes of heterogeneity, and check publication bias with a funnel plot and its trim-and-fill analysis. RESULTS: Overall effect size of CBT intervention was large (g=1.08) along with each outcome of self-control (g=1.26), lack of attention (g=1.02), social skills (g=0.92), and hyperactivity (g=0.92). For heterogeneity, moderator analysis was performed, but no significant differences were found between the RCT (Randomized Controlled Trials) group and the NRCT (Non RCT) group. Also, meta-regression was performed using sample size, number of sessions, and length of session as predictors, but no statistically significant moderators were found. Finally, a funnel plot along with trim-and-fill analysis was produced to check for publication bias, but no significant bias was detected. CONCLUSION: Based on these findings, there is clear evidence that CBT intervention has significant positive effects on the main symptoms of school-aged children suffering ADHD. Further research is needed to target diverse age groups with ADHD along with more RCT studies to improve the effectiveness of the CBT intervention.
