Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder

State University of New York at Buffalo, Center for Children and Families, Buffalo, NY 14214, USA.
Journal of Clinical Child & Adolescent Psychology (Impact Factor: 1.92). 02/2008; 37(1):184-214. DOI: 10.1080/15374410701818681
Source: PubMed

ABSTRACT Pelham, Wheeler, and Chronis (1998130.

Pelham , W. E. ,
Wheeler , T. , &
Chronis , A. ( 1998 ). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder . Journal of Clinical Child Psychology , 27 , 190 – 205 . [Taylor & Francis Online], [PubMed], [CSA]View all references) reviewed the treatment literature on attention-deficit/hyperactivity disorder (ADHD) and concluded behavioral parent training (BPT) and behavioral classroom management (BCM) were well-established treatments for children with ADHD. This review updates and extends the finding of the prior review. Studies conducted since the 1998 review were identified and coded based on standard criteria, and effect sizes were calculated where appropriate. The review reinforces the conclusions of Pelham, Wheeler, and Chronis regarding BPT and BCM. Further, the review shows that intensive peer-focused behavioral interventions implemented in recreational settings (e.g., summer programs) are also well-established. The results of this update are discussed in the context of the existing treatment literature on ADHD. Implications for practice guidelines are suggested, as are directions for future research.

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    • "However, it is not necessary to pit cognitive and reinforcement models against one another; performance is increasingly viewed as an interaction of cognition and motivation (see Castellanos et al., 2006; Douglas, 1999). This perspective is implicit in behavioral treatments for ADHD, one of two frontline interventions for the disorder (American Academy of Pediatrics, 2001; Pelham & Fabiano, 2008): reinforcement is used to enhance desired behavior, effects, which may be mediated by improvements in cognitive processes such as sustained attention. "
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