Examination of the Presence of Early Intervention in Postgraduate Theses and Dissertations on Attention Deficit and Hyperactivity Disorder Published in Türkiye Between 2013-2023

Introduction: This study aims to examine the presence of research on early intervention in postgraduate theses/dissertations on attention deficit hyperactivity disorder (ADHD) conducted in Türkiye. Method: The study employed document analysis, a qualitative research method. The study group consisted of 46 theses/dissertations registered in the Council of Higher Education Thesis Center. Data were collected by searching Council of Higher Education Thesis Center using the keyword "Attention Deficit and Hyperactivity Disorder." The collected data were evaluated using the "ADHD Checklist" and analyzed with MAXQDA 2020 software. Findings: The results revealed that the majority of theses/dissertations were conducted between 2016 and 2018, with most being master's theses completed at public universities. It was also found that these theses/dissertations were predominantly carried out in the Department of Psychology, with screening studies being the most common research design. Additionally, most studies focused on school-age children as their sample group and primarily used adapted scales as data collection tools. The analysis indicated that most theses/dissertations did not include early intervention practices. Furthermore, an examination of the target groups for recommendations showed that these recommendations were generally directed at a single group. Discussion: The review highlights that insufficient attention has been given to early intervention within the field. Despite the acknowledged importance of interdisciplinary collaboration and family involvement in early intervention studies, the recommendations in the examined theses/dissertations were generally one-sided and lacked an interdisciplinary approach, which underscores the inadequacy of these studies in addressing early intervention comprehensively. In conclusion, while ADHD has been studied across various departments, universities, and levels of higher educati on, existing research lacks sufficient emphasis on early intervention and related recommendations. Future studies on ADHD should place a greater focus on early intervention, consider the collaborative role of families and professionals, and adopt mixed-method approaches for more in-depth insights.