Intervention towards Disruptive Behavior among ADHD Students: A Systematic Literature Review

Attention Deficit Hyperactivity Disorder (ADHD) is a widely recognized neurodevelopmental disorder characterized by difficulties in attention regulation, hyperactivity, and impulsivity—traits that often lead to disruptive behavior (DB) in educational settings. This Systematic Literature Review (SLR) synthesizes recent empirical evidence (2020–2024) on non-pharmaceutical interventions aimed at managing disruptive behaviors among students with ADHD. Drawing from seven selected studies, the review identifies three major thematic domains: (i) intervention efficacy and implementation strategies in school settings, (ii) teacher training and fidelity in behavioral intervention delivery, and (iii) psychosocial and multimodal approaches involving families and community support. Effective strategies identified include self-monitoring tools, executive functioning (EF) training, and parent-teen skill-building models. Teacher-centered programs such as PBMIR and technology-enhanced interventions like CLS-R-FUERTE further demonstrate the role of structured support in improving behavior and learning outcomes. The findings highlight the importance of holistic, scalable, and context-sensitive interventions that integrate behavioral, cognitive, and relational components. Limitations in existing studies and the small number of eligible articles signal the need for further large-scale, longitudinal research. This review offers practical insights for educators, clinicians, and policymakers aiming to support ADHD students through collaborative, evidence-based practices.