Effectiveness of a Multimodal Intervention on Social Climate (School and Family) and Performance in Mathematics of Children with Attention Deficit/Hyperactivity Disorder

Laura Amado and Sonia Jarque ()
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Laura Amado: Facultad de Psicología, CEU Universities, 08022 Barcelona, Spain
Sonia Jarque: Facultad de Psicología, Universitat de Barcelona, 08035 Barcelona, Spain

Mathematics, 2022, vol. 10, issue 17, 1-17

Abstract: This study analyzes the differential efficacy of a multimodal versus pharmacological intervention in isolation to improve the social climate (school and family) and the performance in mathematics of a sample of 20 children with ADHD aged 7 to 9 years. The multimodal intervention was based on a training program for 20 parents and 20 teachers in the management of ADHD during a school year, in combination with stimulant medication. The results evidenced the superiority of the multimodal intervention compared to the isolated pharmacological intervention to improve various variables of the family climate (Cohesion; Expressiveness; Autonomy and Control), of the school climate (Help; Tasks; Competitiveness; Organization, Clarity and Control), as well as their academic performance in the curricular area of mathematics. Our findings support the need to intervene in the significant contexts in which children with ADHD develop in order to improve their quality of life.

Keywords: ADHD children; teacher training; parent training; multimodal intervention; mathematics performance (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
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