Journal of the Korean Academy of Child and Adolescent Psychiatry

Korean Academy of Child and Adolescent Psychiatry (대한소아청소년정신의학회)
권호 표지
DOI QR코드

DOI QR Code

The Efficacy of Visual Activity Schedule Intervention in Reducing Problem Behaviors in Children With Attention-Deficit/Hyperactivity Disorder Between the Age of 5 and 12 Years: A Systematic Review

  • Thomas, Naveena (Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education) ;
  • Karuppali, Sudhin (Department of Audiology and Speech Language Pathology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education)
  • Received : 2021.07.21
  • Accepted : 2021.09.30
  • Published : 2022.01.01
Download PDF
⟨ Previous Next ⟩

Abstract

Objectives: Children with attention-deficit/hyperactivity disorder (ADHD) tend to be noisy and violate rules with their disruptive behaviors, resulting in greater difficulties with off-task behaviors and being at risk for social refusal. The visual activity schedule (VAS) intervention program is a frequently used method to teach multiple skills involving on-task, use of schedules, transition behaviors, social initiation, independent play skills, classroom skills, and academic skills. The current systematic review aimed to examine the efficacy of using VAS intervention in reducing problem behaviors in children with ADHD between 5 and 12 years of age. Methods: Systematic searches were conducted using two electronic databases (PubMed and Scopus) to identify relevant studies published in English between 2010 and 2020. Four studies met the inclusion criteria: two studies examined the effect of schedule-based tasks and the use of an iPad on classroom skills, while the other two examined randomized clinical trials (RCTs) of psychosocial treatment for ADHD inattentive type and a cross-sectional study examined the impact of the group size on task behavior and work productivity in children with ADHD. Results: The findings indicate that the interventions used in all four studies could lead to increased satisfaction among participants and parents, as well as a reduction in problem behavior. In terms of the research indicators, the RCT had low quality, while the others were of high quality. Conclusion: A larger number of studies and the ADHD clinical population would help to increase the generalizability of future reviews of treatments in this context.

Keywords

Acknowledgement

The authors wish to thank Mr. Rahul K for acting as the third reviewer during the 'data extraction and management' and 'quality assessment' process.

References

  1. Ather M, Salmon G. Attention deficit hyperactivity disorder. Br J Hosp Med (Lond) 2010;71:641-644. https://doi.org/10.12968/hmed.2010.71.11.79663
  2. American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 5th ed. Arlington, VA: American Psychiatric Association;2013.
  3. Guevremont DC, Dumas MC. Peer relationship problems and disruptive behavior disorders. J Emot Behav Disord 1994;2:164-172. https://doi.org/10.1177/106342669400200304
  4. Silva D, Colvin L, Glauert R, Stanley F, Srinivas Jois R, Bower C. Literacy and numeracy underachievement in boys and girls with ADHD. J Atten Disord 2020;24:1392-1402. https://doi.org/10.1177/1087054715613438
  5. Hawkins E, Gathercole S, Astle D, Holmes J; The Calm Team. Language problems and ADHD symptoms: how specific are the links? Brain Sci 2016;6:50.
  6. Arnett AB, Pennington BF, Willcutt E, Dmitrieva J, Byrne B, Sam-elsson S, et al. A cross-lagged model of the development of ADHD inattention symptoms and rapid naming speed. J Abnorm Child Psychol 2012;40:1313-1326. https://doi.org/10.1007/s10802-012-9644-5
  7. Korrel H, Mueller KL, Silk T, Anderson V, Sciberras E. Research review: language problems in children with attention-deficit hyperactivity disorder - a systematic meta-analytic review. J Child Psychol Psychiatry 2017;58:640-654. https://doi.org/10.1111/jcpp.12688
  8. Bruce B, Thernlund G, Nettelbladt U. ADHD and language impairment: a study of the parent questionnaire FTF (five to fifteen). Eur Child Adolesc Psychiatry 2006;15:52-60. https://doi.org/10.1007/s00787-006-0508-9
  9. Catala-Lopez F, Hutton B, Nunez-Beltran A, Mayhew AD, Page MJ, Ridao M, et al. The pharmacological and non-pharmacological treatment of attention deficit hyperactivity disorder in children and adolescents: protocol for a systematic review and network meta-analysis of randomized controlled trials. Syst Rev 2015;4:19.
  10. Pelham WE Jr, Wheeler T, Chronis A. Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. J Clin Child Psychol 1998;27:190-205. https://doi.org/10.1207/s15374424jccp2702_6
  11. Pfiffner LJ, Haack LM. Behavior management for school-aged children with ADHD. Child Adolesc Psychiatr Clin N Am 2014;23: 731-746. https://doi.org/10.1016/j.chc.2014.05.014
  12. Langberg JM, Epstein JN, Graham AJ. Organizational-skills interventions in the treatment of ADHD. Expert Rev Neurother 2008;8: 1549-1561. https://doi.org/10.1586/14737175.8.10.1549
  13. McCain AP, Kelley ML. Managing the classroom behavior of an ADHD preschooler. Child Fam Behav Ther 1993;15:33-44. https://doi.org/10.1300/J019v15n03_03
  14. Knight V, Sartini E, Spriggs AD. Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. J Autism Dev Disord 2014;45:157-178. https://doi.org/10.1007/s10803-014-2201-z
  15. Forness SR, Kavale KA, Bauman SSM. The psychiactric comorbidity hypothesis revisited. Learn Disabil Q 1998;21:203-206. https://doi.org/10.2307/1511082
  16. Dettmer S, Simpson RL, Myles BS, Ganz JB. The use of visual supports to facilitate transitions of students with autism. Focus Autism Other Dev Disabil 2000;15:163-169. https://doi.org/10.1177/108835760001500307
  17. Schmit J, Alper S, Raschke D, Ryndak D. Effects of using a photographic cueing package during routine school transitions with a child who has autism. Ment Retard 2000;38:131-137. https://doi.org/10.1352/0047-6765(2000)038<0131:EOUAPC>2.0.CO;2
  18. Foorman BR, Torgesen J. Critical elements of classroom and smallgroup instruction promote reading success in all children. Learn Disabil Res Pract 2001;16:203-212. https://doi.org/10.1111/0938-8982.00020
  19. Meindl JN, Delgado D, Casey LB. Increasing engagement in students with autism in inclusion classrooms. Child Youth Serv Rev 2020;111:104854.
  20. Aljubour A, AbdElBaki MA, El Meligy O, Al Jabri B, Sabbagh H. Effectiveness of dental visual aids in behavior management of children with autism spectrum disorder: a systematic review. Child Health Care 2020;50:83-107.
  21. Balint-Langel K, Yuan C, Hua Y. Teaching the calendar application on a mobile device to young adults with intellectual and developmental disabilities. J Spec Educ Technol 2020 Jun 24 [Epub]. Availble from: https://journals.sagepub.com/doi/ abs/10.1177/0162643420933575.
  22. Lequia J, Machalicek W, Rispoli MJ. Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: a systematic review. Res Autism Spectr Disord 2012; 6:480-492. https://doi.org/10.1016/j.rasd.2011.07.008
  23. Bryan LC, Gast DL. Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. J Autism Dev Disord 2000;30:553-567. https://doi.org/10.1023/A:1005687310346
  24. Larryant B. The impact of a visual activity schedule for teaching swimming to children with disabilities [dissertation]. Vancouver: British Columbia Univ.;2014.
  25. Stephenson J. Teaching schedule use on an iPad to children with developmental disabilities. J Spec Educ Technol 2015;30:207-212. https://doi.org/10.1177/0162643415623024
  26. Cirelli CA, Sidener TM, Reeve KF, Reeve SA. Using activity schedules to increase on-task behavior in children at risk for attentiondeficit/hyperactivity disorder. Educ Treat Child 2016;39:283-300. https://doi.org/10.1353/etc.2016.0013
  27. Hart KC, Massetti GM, Fabiano GA, Pariseau ME, Pelham Jr WE. Impact of group size on classroom on-task behavior and work productivity in children with ADHD. J Emot Behav Disord 2011;19:55- 64. https://doi.org/10.1177/1063426609353762
  28. Horner RH, Carr EG, Halle J, McGee G, Odom S, Wolery M. The use of single-subject research to identify evidence-based practice in special education. Except Child 2005;71:165-179. https://doi.org/10.1177/001440290507100203
  29. Liberati A, Altman DG, Tetzlaff J, Mulrow C, Gotzsche PC, Ioannidis JP, et al. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. J Clin Epidemiol 2009;62:e1- e34. https://doi.org/10.1016/j.jclinepi.2009.06.006
  30. Wells G, Shea B, O'Connell D, Robertson J, Peterson J, Welch V, et al. The Newcastle-Ottawa scale (NOS) for assessing the quality of nonrandomised studies in meta-analyses [Internet]. Ottawa: Ottawa Hospital Research Institute; 2011 [cited 2016 May 5]. Available from: http://www.evidencebasedpublichealth.de/download/Newcastle_Ottowa_Scale_Pope_Bruce.pdf.
  31. Pfiffner LJ, Hinshaw SP, Owens E, Zalecki C, Kaiser NM, Villodas M, et al. A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. J Consult Clin Psychol 2014;82:1115-1127. https://doi.org/10.1037/a0036887
  32. Yang ZR, Sun F, Zhan SY. [Risk on bias assessment: (2) Revised Cochrane risk of bias tool for individually randomized, parallel group trials (RoB2.0)]. Zhonghua Liu Xing Bing Xue Za Zhi 2017;38:1285- 1291.
  33. Conners CK, Sitarenios G, Parker JD, Epstein JN. Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): factor structure, reliability, and criterion validity. J Abnorm Child Psychol 1998;26:279-291. https://doi.org/10.1023/A:1022606501530
  34. DuPaul GJ, Power TJ, Anastopoulos AD, Reid R, McGoey KE, Ikeda MJ. Teacher ratings of attention deficit hyperactivity disorder symptoms: factor structure and normative data. Psychol Assess 1997;9:436-444. https://doi.org/10.1037/1040-3590.9.4.436
  35. Goyette CH, Conners CK, Ulrich RF. Normative data on revised conners parent and teacher rating scales. J Abnorm Child Psychol 1978;6:221-236. https://doi.org/10.1007/BF00919127
  36. Nathan RA. How important is patient recruitment in performing clinical trials? J Asthma 1999;36:213-216. https://doi.org/10.3109/02770909909075405
  37. Felver JC, Celis-de Hoyos CE, Tezanos K, Singh NN. A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness 2016;7:34-45. https://doi.org/10.1007/s12671-015-0389-4
  38. Lin-Siegler X, Dweck CS, Cohen GL. Instructional interventions that motivate classroom learning. J Educ Psychol 2016;108:295-299. https://doi.org/10.1037/edu0000124
  39. Van Geel M, Keuning T, Visscher AJ, Fox JP. Assessing the effects of a school-wide data-based decision-making intervention on student achievement growth in primary schools. Am Educ Res J 2016; 53:360-394. https://doi.org/10.3102/0002831216637346
  40. Crane RS, Hecht FM. Intervention integrity in mindfulness-based research. Mindfulness (N Y) 2018;9:1370-1380. https://doi.org/10.1007/s12671-018-0886-3