Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder

Abstract

Objective The purpose of this research was to update the Pelham and Fabiano (2008) review of evidence-based practices for children and adolescents with Attention-Deficit/ Hyperactivity Disorder. Method We completed a systematic review of the literature published between 2008 and 2013 to establish levels of evidence for psychosocial treatments for these youth. The review included the identification of relevant articles using criteria established by the Society of Clinical Child and Adolescent Psychology (see Southam-Gerow & Prinstein, in press) using keyword searches and a review of tables of contents. Results We extend the conceptualization of treatment research by differentiating training interventions from behavior management and by reviewing the growing literature on training interventions. Consistent with the results of the previous review we concluded that behavioral parent training, behavioral classroom management and behavioral peer interventions were well-established treatments. In addition, organization training met the criteria for a well-established treatment. Combined training programs met criteria for Level 2 (Probably Efficacious), neurofeedback training met criteria for Level 3 (Possibly Efficacious), and cognitive training met criteria for Level 4 (Experimental Treatments). Conclusions The distinction between behavior management and training interventions provides a method for considering meaningful differences in the methods and possible mechanisms of action for treatments for these youth. Characteristics of treatments, participants, and measures, as well as the variability in methods for classifying levels of evidence for treatments, are reviewed in relation to their potential effect on outcomes and conclusions about treatments. Implications of these findings for future science and practice are discussed.

The Impact of Inhibition Training on Symptoms of Attention Deficit/ Hyperactivity Disorder and Social Skills

“…It remains unclear which paradigm is the most effective as well as the overall efficacy of inhibition training. Although the evidence-based practices of behavioral management and organizational training interventions are considered well-established practices for children with ADHD, not enough randomized controlled trials of cognitive training have been conducted to determine their efficacy [22]. Accordingly, the present study aimed to compare the effectiveness of various techniques and evaluate whether the training could reduce impulsive behavior and improve social skills in children with ADHD.…”

Therapy for ADHD Directed Towards Addressing the Dual Imbalances in Mental Effort and Reward as Illustrated in the Mental Effort-Reward Imbalances Model (MERIM)

“…A review evaluating psychological interventions has demonstrated sufficient evidence to consider behaviour management to be an established and effective intervention for ADHD, either when administered by the parent following training or when used in the classroom [36].…”

“…Therefore, it is frequently observed that a child will work better for a teacher who cares and takes more interest in him, but works less well following a change of teacher. The long-term aim of behaviour management is that the behavioural change should become generalised as the child matures [36].…”

Heterogeneity in Clinical Symptoms and Cognitive Functioning of Children with Hyperactivity-Impulsivity and Inattention: Dimensional and Person-Centered Perspectives

“…The important problem is low agreement between different informants (various teachers and parents) in the assessment of the intensity of hyperactivity-impulsivity and inattention symptoms (Amador-Campos, Forns-Santacana, Guardia-Olmos, & Pero-Cebollero, 2006;Stevenson et al, 2005;Schultz & Evans, 2012;Thapar, Langley, O'Donovan, & Owen, 2006). Although guidelines how to integrate parent and teacher DSM symptom ratings of ADHD (i.e., And/Or Rule) exist (Evans, Owens & Bunford, 2014), a dimensional approach makes it easier to use data from multiple sources of information, such as parents, teachers, and the children themselves and assess their intensity on the rating scales (Hudziak et al, 2007). Based on this approach, we can perceive symptoms observed by parents and teachers as related, but distinct dimensions.…”