Psychosocial and combined treatments for ADHD

Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement

“…Similarly, Evans et al (2001) found improved academic performance (e.g., note-taking, quiz performance, written language, on-task behavior, and homework completion) for low MPH dosing, with high doses improving performance for very few children and deterioration noted for others. This pattern replicates earlier studies that showed academic gains were associated with low MPH doses, and increasing dosage beyond low to moderate levels produced little additional academic benefit (e.g., Greenhill et al, 2001;Pelham & Gnagy, 1999;Smith, Taylor, Brammer, Toone, & Rubia, 1998;Swanson et al, 1995).…”

Effectiveness of Child‐Centered Play Therapy and Person‐Centered Teacher Consultation on ADHD: A Single‐Case Study Design

“…One student did improve, but it is unclear regarding the specific intervention that was helpful. Authors that have claimed that play therapy is ineffective with ADHD seem to be disproved in this study (DuPaul & Stoner, 2003;Pelham & Gnagy, 1999). It is unclear if the play therapy is most helpful, however, in assisting students with comorbid difficulties, rather than ADHD alone.…”

A Meta-Analysis of Combined Treatments for Children Diagnosed With ADHD

“…This is the first study to synthesize and examine the effects of combined treatments for ADHD in a quantitative fashion and adds to the empirical findings of a prior literature review of combined treatments for ADHD (Pelham & Gnagy, 1999). The results highlight the efficacy for combined treatment on both the core and peripheral features of the disorder.…”