Psychosocial Treatments for Children with Attention Deficit/Hyperactivity Disorder

Abstract

This article reviews studies examining the efficacy of behavioral interventions for the treatment of attention-deficit/hyperactivity disorder (ADHD). A specific emphasis is placed on evidence-based interventions that include parent training, classroom, academic, and peer interventions. Results indicate that school-aged children respond to behavioral interventions when they are appropriately implemented both at home and in the classroom setting. Combined treatments (behavioral management and stimulant medication) represent the gold standard in ADHD treatment and are often recommended as the first-line treatment option due to the many problems faced by children with ADHD. Diversity issues, although an important consideration in the treatment of ADHD, continue to remain an understudied area. Recommendations for future research are made pertaining to treatment sequencing with regard to behavior management as well as for subgroups of ADHD children who may respond best to specific treatments.

A Systematic Review of Parenting in Relation to the Development of Comorbidities and Functional Impairments in Children with Attention-Deficit/Hyperactivity Disorder (ADHD)

“…The following inclusion/exclusion criteria were applied to studies identified from the initial search: (a) written in English; (b) published in North America or internationally in peer reviewed journals; (c) sample includes children and/or adolescents with ADHD and their parent(s); (d) empirical studies of the present family context, including correlational designs, observational studies and longitudinal designs; (e) study must include both parent predictor variables and at least one child outcome variable; (f) treatment evaluation studies will be excluded. Treatment studies were not considered in the present review as substantial reviews have recently evaluated the current state of this literature [4,[27][28][29][30].…”

“…through parent training and behavior therapy programs), therefore understanding different family contexts and their impact on developmental trajectories for children with ADHD is crucial to the success of these interventions. Recent reviews evaluating the effectiveness of psychosocial interventions [4,[27][28][29][30] support the efficacy of parent training as an empirically validated treatment, with research increasingly being directed towards understanding the characteristics of children and families that predict treatment response. The largest treatment evaluation study to date, the Multimodal Treatment Study of Children with ADHD [56], is a large scale, multi-site randomized clinical trial involving 579 children with ADHD, that compared the relative effectiveness of medication management, behavioral intervention, the combination of these treatments and community care, with respect to ADHD symptoms and secondary impairments.…”

Patterns of Comorbidity, Functioning, and Service Use for US Children With ADHD, 2007

“…High parent-child communication problems and parent aggravation indicate that families need additional supports to maintain good quality relationships with their children and might benefit from individual and family counseling. [48][49][50] The relationship between family income and functioning in children with ADHD has not been well studied; however, more hyperactivity and peer problems have been reported in children from lower income households. 4 We found steep income gradients in social and educational functioning for children with ADHD.…”

Children’s Giftedness and Associated Problems. The Twice Exceptionality Phenomenon. Giftedness and Learning Problems. Giftedness and Attention Deficit/ Hyperactivity Disorder (А Review of Literature)

“…Ре-зультаты исследований позволяют предположить, что в некоторых случаях наиболее эффективным мето-дом коррекции СДВГ является комбинация медикамен-тозного лечения и когнитивно-поведенческой терапии, направленной на решение конкретных проблем данно-го ребенка [22,46,57,58,63,67]. Вопрос о медикамен-тозной терапии должен подниматься в тех случаях, ког-да симптомы СДВГ имеют настолько выраженный и стойкий характер, что преодоление их невозможно с помощью только методов поведенческой терапии.…”