A systematic review of video-modelling interventions for children and adolescents with attention-deficit hyperactivity disorder

Journal article


Wilkes-Gillan, Sarah, Cordier, Reinie, Chen, Yu-Wei, Swanton, Ruth, Mahoney, Natasha, Trimboli, Concettina, Yule, Elisa and Tam, Elaine. (2021). A systematic review of video-modelling interventions for children and adolescents with attention-deficit hyperactivity disorder. Australian Occupational Therapy Journal. 68(5), pp. 454-471. https://doi.org/10.1111/1440-1630.12747
AuthorsWilkes-Gillan, Sarah, Cordier, Reinie, Chen, Yu-Wei, Swanton, Ruth, Mahoney, Natasha, Trimboli, Concettina, Yule, Elisa and Tam, Elaine
Abstract

Objective
To identify, appraise, and synthesise the evidence for video-modelling interventions for individuals with attention-deficit hyperactivity disorder (ADHD).

Method
We searched four electronic databases. Two independent researchers screened abstracts and methodologically assessed data using the Kmet appraisal checklist.

Results
A total of 15 studies met the inclusion criteria (11 original studies and four follow-up studies). Of the 11 original studies, one was a randomised controlled trial, one was a controlled between-group comparative design, two were one group pre-test post-test studies, one was an experimental 2 × 2 factorial design, and six were single-case experimental design studies. Studies included 1–35 participants with ADHD aged 5–16 years. Three studies targeted behaviour, three targeted social play skills, two targeted social behaviour, one targeted social skills, one targeted goal orientation and friendship quality, targeted and one attention/comprehension of social behaviour. In four studies video-modelling was the whole intervention, with no other intervention components reported. Nine studies reported positive outcomes immediately after intervention, two studies reported mixed findings. All studies were found to have good or strong methodological quality.

Conclusion
There is preliminary evidence to suggest video-modelling may be a promising intervention approach for targeting the social skills and behaviours of individuals with ADHD when used in conjunction with other intervention components. Future studies need to lower the risk of bias and use larger sample sizes before the efficacy of video-modelling interventions can be fully investigated.

KeywordsADHD; psychosocial intervention; social interactions; video feedback; video-modelling; video self-modelling
Year01 Jan 2021
JournalAustralian Occupational Therapy Journal
Journal citation68 (5), pp. 454-471
PublisherJohn Wiley & Sons
ISSN0045-0766
Digital Object Identifier (DOI)https://doi.org/10.1111/1440-1630.12747
Scopus EID2-s2.0-85109382400
Research or scholarlyResearch
Page range454-471
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online09 Jul 2021
Publication process dates
Accepted08 May 2021
Deposited04 Nov 2021
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