A Systematic Review of Meta-Analyses of Psychosocial Treatment for Attention-Deficit/Hyperactivity Disorder

Abstract

The present report synthesizes outcomes across meta-analyses of psychosocial (i.e., non-pharmacological) treatments for ADHD. A total of 12 meta-analyses were identified that met search criteria. The meta-analyses were notable in that there was surprisingly little overlap in studies included across them (range of overlap was 2%-46%). Further, there was considerable diversity across the meta-analyses in terms of the inclusion/exclusion criteria, types of psychosocial treatments reviewed, methodological characteristics, and magnitude of reported effect sizes, making it difficult to aggregate findings across meta-analyses or to investigate moderators of outcome. Effect sizes varied across the outcomes assessed, with meta-analyses reporting positive and significant effect sizes for measures of some areas of child impairment (e.g., social impairment) and small and more variable effect sizes for distal and/or untargeted outcomes (e.g., academic achievement). Results are reviewed in light of the larger literature on psychosocial interventions for ADHD, and specific recommendations for future meta-analyses of psychosocial treatments for ADHD are offered.

Treatment Sequencing for Childhood ADHD: A Multiple-Randomization Study of Adaptive Medication and Behavioral Interventions

“…Most recently, the American Academy of Pediatrics recommended each of the above strategies for different ages of children (Subcommittee on Attention-Deficit/Hyperactivity Disorder, Steering Committee on Quality Improvement and Management, 2011). However, the research base upon which these recommendations have been made is scant and limited in important ways (see for example Fabiano, Schatz, Aloe, Chacko, & Chronis-Tuscano, 2015). …”

Allocentric but not egocentric visual memory difficulties in adults with ADHD may represent cognitive inefficiency

“…However, treatments designed to improve self-regulation, psychotherapy, improve cognitive functions, and peer group socialization training have been much less effective (Fabiano et al, 2015;Faraone and Antshel, 2014;Pelham and Fabiano, 2008). Thus, while environmental changes may work for children, it would appear that we need to develop better interventions for teenagers and young adults in order to improve psychosocial outcomes.…”

School-Based Cognitive-Behavioral Therapy for an Adolescent Presenting with ADHD and Explosive Anger: a Case Study

“…Research on college students with ADHD provided combined group CBT with individualized mentoring followed by a booster session also found an overall reduction in ADHD symptoms (Anastopoulos and King 2015). Additional studies indicate strong effect sizes for behavioral modification techniques in addressing ADHD attention and organization skills (Fabiano et al 2015). Some researchers propose that a multi-modal approach to intervention for ADHD, especially when comorbid with other symptomology, that includes both cognitive training and behavioral modification approaches, may be most effective (Chronis et al 2006).…”