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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    • "Despite the negative outcomes associated with Available online at www.sciencedirect.com behavior problems among children with developmental delay, a growing body of research has demonstrated that behavioral parent-training (BPT), an evidence-based treatment for young children with externalizing behavior problems (Eyberg, Nelson, & Boggs, 2008; Pelham & Fabiano, 2008), is effective for children with developmental delay and comorbid behavior problems (Bagner & Eyberg, 2007; McIntyre & Abbeduto, 2008; Roberts, Mazzucchelli, Studman, & Sanders, 2006). Despite the evident benefits of BPT, parental adherence presents a significant challenge for the attainment and maintenance of treatment gains. "
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    ABSTRACT: This study investigated the extent to which parental homework completion during behavioral parent training (BPT) for children with or at risk for developmental delay contributed to parenting and child outcomes. Parents of 48 children (Mage=44.17months, SD=14.29; 73% male; 72% White) with developmental delay (IQ<75) or at risk for developmental delay (due to premature birth) with co-occurring clinically elevated externalizing behavior problems received Parent-Child Interaction Therapy (PCIT) as part of two previously completed randomized controlled trials. Parental homework completion was measured using parental report of home practice of treatment skills collected weekly by therapists. Parents also reported on child externalizing behavior problems and levels of parenting stress, while parenting skills were observed during a 5-min child directed play and child compliance was observed during a 5-min cleanup situation. Results indicated that higher rates of parental homework completion predicted parenting outcomes (i.e., increased positive parenting skills and decreased levels of parenting stress) and child outcomes (i.e., lower levels of externalizing behavior problems). Additionally, although limited by temporal precedence, there was an indirect effect of reductions in parenting stress on the negative association between parental homework completion and child externalizing behavior problems. These findings highlight the importance of parents practicing skills learned during BPT for optimizing treatment outcome. Parenting stress was also identified as a potential mechanism by which high levels of parental homework completion contributed to reductions in child externalizing behavior problems.
    • "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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