Evidence map›Paper›PMID 36787977›Full record

ArticleBMJ open2023

Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study.

Abigail Emma Russell, Barney Dunn, Rachel Hayes, Darren Moore, Judi Kidger, Edmund Sonuga-Barke, Linda Pfiffner, Tamsin Ford

Open access · goldAbstract readClinical Trial Protocol
PubMed Full text at PMC Publisher
In one paragraph

Article in BMJ open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
1.3field-weighted citation impact, top 21% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 6 citations in OpenAlex.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 5 institutions in 2 countries.

Abigail Emma RussellChildren and Young People's Mental Health Research Collaboration (ChYMe), University of Exeter Medical School, University of Exeter, Exeter, Devon, UK A.E.Russell@exeter.ac.uk.ORCID 0000-0002-2903-6264
Barney DunnDepartment of Psychology, University of Exeter, Exeter, Devon, UK.
Rachel HayesChildren and Young People's Mental Health Research Collaboration (ChYMe), University of Exeter Medical School, University of Exeter, Exeter, Devon, UK.
Darren MooreGraduate School of Education, University of Exeter, Exeter, Devon, UK.
Judi KidgerPopulation Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK.ORCID 0000-0002-1054-6758
Edmund Sonuga-BarkeInstitute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Linda PfiffnerDepartment of Psychiatry, University of California San Francisco, San Francisco, California, USA.
Tamsin FordDepartment of Psychiatry, University of Cambridge, Cambridge, UK.ORCID 0000-0001-5295-4904
University of Exeter · GBKing's College London · GBUniversity of Bristol · GBUniversity of California, San Francisco · USUniversity of Cambridge · GB

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

introductionAttention deficit/hyperactivity disorder (ADHD) is a prevalent and impairing cluster of traits affecting 2%-5% of children. These children are at risk of negative health, social and educational outcomes and often experience severe difficulties at school, so effective psychosocial interventions are needed. There is mixed evidence for existing school-based interventions for ADHD, which are complex and resource-intensive, contradicting teachers' preferences for short, flexible strategies that suit a range of ADHD-related classroom-based problems. They are also poorly evaluated. In this study, a prototype intervention comprising a digital 'toolkit' of behavioural strategies will be tested and refined. We aim to refine the prototype so that its use is feasible and acceptable within school settings, and to establish whether a future definitive, appropriately powered, trial of effectiveness is feasible. This novel iterative study aims to pre-emptively address implementation and evaluation challenges that have hampered previous randomised controlled trials of non-pharmacological interventions. METHODS AND ANALYSIS: A randomised iterative mixed-methods case-series design will be used. Schools will be randomised to the time (school term) they implement the toolkit. Eight primary schools and 16-32 children with impairing traits of ADHD will participate, along with school staff and parents. The toolkit will be refined after each term, or more frequently if needed. Small, theory-based and data driven changes hypothesised as relevant across school contexts will be made, as well as reactive changes addressing implementation barriers. Feasibility and acceptability will be assessed through quantitative and qualitative data collection and analyses in relation to study continuation criteria, and ADHD symptoms and classroom functioning will be tracked and visually evaluated to assess whether there are early indications of toolkit utility. ETHICS AND DISSEMINATION: Ethical approval has been obtained. Results will be presented in journal articles, conferences and through varied forms of media to reach policymakers, stakeholders and the public.

Indexed as

Attention Deficit Disorder with HyperactivityBehavior TherapyChildFeasibility StudiesHumansParentsRandomized Controlled Trials as TopicSchoolschild & adolescent psychiatrycommunity child healthdevelopmental neurology & neurodisability

Identifiers

PMID36787977
PMCPMC9930561
OpenAlexW4320730883

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.