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


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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Available from: Gregory Fabiano, Jul 12, 2015
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    • "These components are thought to assist with skill generalisation and maintenance of treatment effects. To date, most psycho-social approaches remain ineffective with generalisation of skills across contexts remaining an unachieved goal (Pelham & Fabiano, 2008; Storebø et al., 2011). As a result, researchers have also questioned the appropriateness of these approaches (Pelham & Fabiano, 2008; Storebø et al., 2011). "
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    ABSTRACT: Background Children with attention deficit hyperactivity disorder (ADHD) experience significant ongoing social difficulties which occur in multiple contexts. Interventions designed to improve these social difficulties have demonstrated minimal effectiveness. Thus, there is a clear need to establish interventions that are effective in addressing the social difficulties of children with ADHD across contexts and in the long term. Aim: To examine the long-term effectiveness and appropriateness of a pilot parent-delivered intervention designed to improve the social play skills of children with ADHD and their playmates.Method Participants included five children with ADHD who had completed the intervention 18-months prior, their typically developing playmates and mothers of children with ADHD. Blinded ratings from the Test of Playfulness were used to measure children's social play: post-intervention and 18-months following the intervention in the home and clinic. Wilcoxon signed-ranks and Cohen's-d calculations were used to measure effectiveness. Parents’ perspectives of the appropriateness of the intervention were explored through semi-structured interviews and data were analysed thematically.ResultsThe social play skills of children with ADHD and their playmates were maintained following the intervention in the home and clinic. Thematic analysis revealed four core-themes against an intervention appropriateness framework: new parenting tools, a social shift, adapting strategies over time and the next developmental challenge.Conclusion The parent-delivered intervention demonstrated long-term effectiveness and appropriateness for improving children's social play skills.SignificanceThese preliminary results are promising as maintaining treatment effects and achieving generalisation across contexts has remained an unachieved goal for most psycho-social interventions.
    Australian Occupational Therapy Journal 06/2015; 62(3):197-207. DOI:10.1111/1440-1630.12203 · 0.85 Impact Factor
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    • ", 2012 ) . In addition , the counselors completed a Daily Report Card ( DRC ) for each camper to be given to parents that described what social skill was taught that day , their child ' s level of participation and cooperation , and how parents could support generalizing their child ' s development of the skills learned inside of camp into their natural environ - ment ( Pelham & Fabiano , 2008 ) . Studies suggest that youth with DD have strengths in a variety of visual skills ( Hodgdon , 1995 ; Lincoln et al . "
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    ABSTRACT: This article describes a pilot multimodal summer camp for youth with developmental disabilities (Camp PALS—Fostering Physical Activity and Life Skills for Youth) designed to improve behavioral regulation, social competence, and health behaviors based on gaps in services identified by parents as well as in the literature. Camp activities consisted of sports, social skills, and nutrition lessons and were modified from best-practice interventions for youth with developmental disabilities. The primary therapeutic approach was applied behavior analysis (ABA) techniques, with the addition of structured teaching, modeling, and visual supports. The goals of the camp were to increase overall physiological health and social skills, as well as to give youth with developmental disabilities a positive summer experience within a supportive environment. The purpose of this article is to provide a description of an innovative camp for youth with developmental disabilities to encourage others to develop guidelines for similar summer programs.
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    • "ADHD medication compliance declines precipitously from childhood through adolescence (Sanchez et al., 2005), likely due to the inconvenience, stigma, and side effects of medication , combined with decreases in adult monitoring and increases in adolescent autonomy and self-care (Sanchez et al., 2005; Smith et al., 2000). Also families (especially caregivers) generally prefer behavioral interventions to medication as a primary treatment option (Pelham & Fabiano, 2008). And a recent study found that adolescents could not reliably discern whether they were taking active ADHD medication or placebo and rarely attributed behavioral effects to the ingested pill (Pelham et al., 2013 "
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    ABSTRACT: Attention-Deficit/Hyperactivity Disorder (ADHD) is highly prevalent among adolescents enrolled in behavioral health services but remains undertreated in this age group. Also the first-line treatment for adolescent ADHD, stimulant medication, is underutilized in routine practice. This article briefly describes three behavioral interventions designed to promote stronger integration of medication interventions into treatment planning for adolescent ADHD: family ADHD psychoeducation, family-based medication decision-making, and behavior therapist leadership in coordinating medication integration. It then introduces the Medication Integration Protocol (MIP), which incorporates all three interventions into a five-task protocol: ADHD Assessment and Medication Consult; ADHD Psychoeducation and Client Acceptance; ADHD Symptoms and Family Relations; ADHD Medication and Family Decision-Making; and Medication Management and Integration Planning. The article concludes by highlighting what behavior therapists should know about best practices for medication integration across diverse settings and populations: integrating medication interventions into primary care, managing medication priorities and polypharmacy issues for adolescents with multiple diagnoses, providing ADHD medications to adolescent substance users, and the compatibility of MIP intervention strategies with everyday practice conditions.
    Child & Family Behavior Therapy 10/2014; 36(4):280-304. DOI:10.1080/07317107.2014.967631 · 0.67 Impact Factor
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