Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder

Chronis, Andrea M.; Jones, Heather A.; Raggi, Veronica L.

doi:10.1016/j.cpr.2006.01.002

Cited by 281 publications

(203 citation statements)

References 95 publications

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“…Training caregivers in behavioral procedures for ADHD is well-supported [1][2][3]; however, often the treatment does not generalize beyond the clinical setting. Newer behavioral treatments are attempting to address this issue [4], but providing evidence of generalization remains a challenge for most nonpharmacological therapies for ADHD.…”

Section: Introductionmentioning

confidence: 99%

Will Working Memory Training Generalize to Improve Off-Task Behavior in Children with Attention-Deficit/Hyperactivity Disorder?

et al. 2012

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Computerized working memory and executive function training programs designed to target specific impairments in executive functioning are becoming increasingly available, yet how well these programs generalize to improve functional deficits in disorders, such as attentiondeficit/hyperactivity disorder (ADHD), beyond the training context is not well-established. The aim of this study was to examine the extent to which working memory (WM) training in children with ADHD would diminish a core dysfunctional behavior associated with the disorder, "offtask" behavior during academic task performance. The effect of computerized WM training (adaptive) was compared to a placebo condition (nonadaptive) in a randomized, doubleblind, placebo-controlled design in 26 children (18 males; age, 7 to 14 years old) diagnosed with ADHD. Participants completed the training in approximately 25 sessions. The Restricted Academic Situations Task (RAST) observational system was used to assess aspects of off-task behavior during the completion of an academic task. Traditional measures of ADHD symptoms (Conners' Parent Rating Scale) and WM ability (standardized WM tests) were also collected. WM training led to significant reductions in off-task ADHDassociated behavior on the RAST system and improvement on WM tests. There were no significant differences between groups in improvement on parent rating scales. Findings lend insight into the generalizability of the effects of WM training and the relation between deficits in WM and off-task behavioral components of ADHD. These preliminary data suggest WM training may provide a mechanism for indirectly altering academic performance in children with ADHD.

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Section: Introductionmentioning

confidence: 99%

Will Working Memory Training Generalize to Improve Off-Task Behavior in Children with Attention-Deficit/Hyperactivity Disorder?

et al. 2012

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“…This results, in part, from the fact that concerns regarding medication use frequently stop parents from pursuing treatment. Training caregivers in behavioral procedures for ADHD is well supported [19][20][21]; however, often the benefits derived from these interventions do not generalize beyond the clinical setting.…”

Section: Need For Improved Treatments In Adhdmentioning

confidence: 99%

Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions

et al. 2012

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With both its high prevalence and myriad of negative outcomes, Attention-Deficit/Hyperactivity Disorder (ADHD) demands a careful consideration of the efficacy of its treatment options. Although the benefits of medication have a robust empirical background, nonpharmaceutical interventions evoke particular interest, as they are often viewed more favorably by parents. This review pays special attention to the use of working memory and recent cognitive training attempts in ADHD, describing its cognitive, behavioral, and biological effects in relation to current neurological theory of the disorder. While these treatments have demonstrated positive effects on some measures, there are limitations, as studies have failed to demonstrate generalization to critical measures, such as teacher-rated classroom behaviors, and have provided limited but growing evidence of functionally significant improvements in behavior. There is also a clear lack of research on the effects of training on reward systems and self-control. These limitations may be addressed by broadening the scope and procedures of the training and incorporating research concepts from other fields of study. First, it is important to consider the developmental trajectories of brain regions in individuals with the disorder, as they may relate to the effectiveness of cognitive training. Notions from behavioral economics, including delay discounting and framing (i.e., context) manipulations that influence present orientation, also have applications in the study of cognitive training in ADHD. In considering these other domains, we may find new ways to conceptualize and enhance cognitive training in ADHD and, in turn, address current limitations of interventions that fall in this category.Keywords Attention deficit hyperactivity disorder . Treatment . Working memory training . Nonpharmacological . Delay discounting Need for Improved Treatments in ADHDAttention-deficit/hyperactivity disorder (ADHD) is a critical public health concern, given that it is the most common childhood behavioral disorder, with prevalence rates of at least 5 % [1,2]. ADHD is associated with negative outcomes in academic achievement, including lower reading and math achievement scores [3][4][5][6][7], lower high school completion rates [8] and an alarmingly high use of special education services [9]. Significantly elevated rates of antisocial behavior, increased arrests, and greater substance abuse exist in adolescents and adults with ADHD [9][10][11]. This constellation of negative outcomes underscores the need for additional ADHD treatments.There continues to be a great need to identify more effective and adjunctive interventions for ADHD. This is particularly true, given that current treatments do not appear to have long-term benefits once the intervention has been stopped. Some of the most compelling results on this issue come from the Multimodal Treatment Study of ADHD [12,13], the most comprehensive treatment study of ADHD to date. The study reported initial positive effects of med...

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“…The second component was a manualized caregiver behavior training intervention for ADHD delivered to each caregiver individually by community therapists who were trained and supervised remotely by a clinical psychologist at Seattle Children's Research Institute. Based on reviews of the evidence base for treating youth with ADHD, [31][32][33] the caregiver training in the CATTS trial was developed, consisting of six sessions designed to cover the topics of psychoeducation, school advocacy, differential attention, commands and follow-through, and implementation of time out or token economy reinforcement systems. 34 Community therapists were trained remotely to deliver the caregiver training by a supervising psychologist at Seattle Children's Research Institute.…”

Section: The Catts Intervention: Pharmacotherapy and Caregiver Behavimentioning

confidence: 99%

Teletherapy Delivery of Caregiver Behavior Training for Children with Attention-Deficit Hyperactivity Disorder

Tse

McCarty

Stoep

et al. 2015

Telemedicine and e-Health

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Background: Preliminary studies suggest that videoteleconferencing (VTC) may be an effective means to deliver behavioral interventions to families. Subjects consisted of a subsample of children (n = 37) and caregivers who participated in the Children's Attention-Deficit Hyperactivity Disorder (ADHD) Telemental Health Treatment Study (CATTS) (n = 223), a randomized trial testing the effectiveness of delivering treatments for ADHD to families residing in their home communities using distant technologies. Families randomized to the CATTS intervention arm received pharmacotherapy and caregiver behavior training. Materials and Methods: Thirty-seven families from the CATTS intervention arm participated. All families received pharmacotherapy through VTC. Twelve families received the caregiver behavior training through VTC, or teletherapy, and 25 received the intervention in-person. We assessed children's outcomes at 25 weeks with the Vanderbilt ADHD Parent Rating Scale and the Columbia Impairment Scale. We assessed caregivers' outcomes using measures of distress in caring for a child with ADHD, including depression, stress, strain, and empowerment. We used analysis of covariance to assess outcomes from baseline to 25 weeks. Results: Families in the two conditions showed comparable attendance at sessions and satisfaction with their care. Caregivers in both conditions reported comparable outcomes for their children's ADHD-related behaviors and functioning, but caregivers in the teletherapy group did not report improvement in their own distress. Conclusions: Findings support the feasibility, acceptability, and effectiveness of treating children with ADHD through teletherapy. Future work should investigate how teletherapy may improve caregivers' distress. Teletherapy is a promising modality for delivering behavioral interventions for children with ADHD.

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Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder

Cited by 281 publications

References 95 publications

Will Working Memory Training Generalize to Improve Off-Task Behavior in Children with Attention-Deficit/Hyperactivity Disorder?

Will Working Memory Training Generalize to Improve Off-Task Behavior in Children with Attention-Deficit/Hyperactivity Disorder?

Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions

Teletherapy Delivery of Caregiver Behavior Training for Children with Attention-Deficit Hyperactivity Disorder

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