Students with attention deficit hyperactivity disorder (ADHD) experience symptoms of inattention, impulsivity, and hyperactivity that often manifest as academic impairment. As such, teachers must select interventions to increase the probability of success for students with ADHD in their classes. Prior meta-analyses have evaluated school-based intervention effects; however, no systematic review meta-analysis has evaluated the effectiveness of interventions implemented in classrooms with students with ADHD. Additionally, classroom-based studies are frequently conducted through single-case design methodology, and recent advances in meta-analytic techniques provide the opportunity to explore intervention effectiveness as evaluated through quality research. Therefore, to inform selection of evidence-based interventions to be implemented in classroom settings, the current systematic review with meta-analysis of single-case design studies was conducted to evaluate intervention effectiveness, evidence-based status, and moderators of effects for four intervention types (behavioral, instructional, self-management, and environmental) when implemented with students with ADHD in classroom settings. The analysis included 27 articles published from 1971 to 2018. Overall and specific to each intervention type, the results indicate that classroom-based interventions for students with ADHD were moderately effective. Instructional and self-management interventions were deemed evidence based by What Works Clearinghouse standards and potentially evidence based by Council for Exceptional Children standards. Behavioral interventions were found to be potentially evidence based by Council for Exceptional Children criteria and were most effective when selected through functional behavior analysis and implemented by researchers in secondary settings. Instructional interventions were more effective when implemented in special education settings targeting academic outcomes. Implications for research and practice are discussed.

中文翻译：

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注意缺陷多动障碍和基于课堂的干预：单案例设计研究中的循证状态、有效性和效应调节剂

患有注意力缺陷多动障碍 (ADHD) 的学生会出现注意力不集中、冲动和多动的症状，这些症状通常表现为学业障碍。因此，教师必须选择干预措施以增加多动症学生在课堂上成功的可能性。先前的荟萃分析评估了基于学校的干预效果；然而，没有系统评价荟萃分析评估在患有多动症的学生的课堂上实施的干预措施的有效性。此外，课堂研究经常通过单一案例设计方法进行，元分析技术的最新进展提供了探索通过质量研究评估的干预有效性的机会。所以，为了告知选择要在课堂环境中实施的循证干预措施，目前进行了对单案例设计研究进行荟萃分析的系统评价，以评估四种干预类型的干预有效性、循证状态和效果调节因素（行为、教学、自我管理和环境）在课堂环境中与 ADHD 学生一起实施。分析包括 1971 年至 2018 年发表的 27 篇文章。总体而言，针对每种干预类型，结果表明，针对多动症学生的课堂干预效果中等。教学和自我管理干预被 What Works Clearinghouse 标准视为基于证据，并被特殊儿童委员会标准视为潜在证据。行为干预被发现是特殊儿童委员会标准的潜在证据，并且在通过功能行为分析选择并由研究人员在二级环境中实施时最有效。在以学术成果为目标的特殊教育环境中实施教学干预时更有效。讨论了对研究和实践的影响。