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
    • "Selective code of dependenceeAxial codes: 14 ¼ Medicine addiction, 15 ¼ Treatment dependence, 16 ¼ Reward dependence. *Counseling is not categorized as an empirically supported ADHD treatment (Pelham & Fabiano, 2008). Note: A thick line indicates more than 20 participant responses. "
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    ABSTRACT: Little is known about perceptions surrounding self-management for attention deficit hyperactivity disorder (ADHD), although such interventions appear commonly used and are considered essential components of the chronic care model. Our research is part of a mixed methods study that followed students at high and low risk for ADHD over 11 years. During the final study years, area-representative samples of 148 adolescents (54.8% participation; 97 ADHD high-risk group; 51 low-risk peers) and 161 parents (59.4% participation; 108 parents of high-risk adolescent; 53 parents of low-risk peer) completed a cross-sectional survey on community-identified self-management interventions for ADHD (activity outlets, sleep regulation, dietary restriction, homework help, family rules, and prayer). Respondents also answered open-ended questions addressing undesirable self-management effects, which were analyzed using grounded theory methods. High-risk adolescents expressed significantly lower willingness towards all self-management interventions than did adult respondents, except for increased activity outlets. They also reported lower receptivity towards sleep regulation and dietary restriction than did their low-risk peer group. No gender or race differences in self-management willingness were found, except for higher receptivity to prayer in African American respondents. Cost, perceived ineffectiveness, disruptions to routines, causation of interpersonal conflicts, and reduced future self-reliance were seen as potential undesirable effects. Findings suggest that activity-based ADHD interventions appear particularly acceptable across all demographic and risk groups, unlike sleep regulation and dietary approaches. Further research on self-care effectiveness is needed to incorporate adolescents' viewpoints about ADHD self-management, as interventions may be acceptable to adults, but resisted by adolescents.
    No preview · Article · Feb 2016 · Journal of Child and Family Studies
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    • "Despite the negative outcomes associated with Available online at 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.
    Full-text · Article · Jan 2016
    • "SMARTs have been implemented in a community or classroom setting (August et al., 2014; Kasari et al., 2014; Pelham & Fabiano, 2008) but continue to be lesser known and applied in education and community settings than in the health sciences. Thus, we use the backdrop of a Head Start program to illustrate how a hypothetical SMART could be implemented in a community or education-based structure that might be involved in evaluation efforts. "
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    ABSTRACT: Heterogeneity between and within people necessitates the need for sequential personalized interventions to optimize individual outcomes. Personalized or adaptive interventions (AIs) are relevant for diseases and maladaptive behavioral trajectories when one intervention is not curative and success of a subsequent intervention may depend on individual characteristics or response. AIs may be applied to medical settings and to investigate best prevention, education, and community based practices. AIs can begin with low-cost or low-burden interventions and followed with intensified or alternative interventions for those who need it most. AIs that guide practice over the course of a disease, program, or school year can be investigated through sequential multiple assignment randomized trials (SMARTs). To promote the use of SMARTs, we provide a hypothetical SMART in a Head Start program to address child behavior problems. We describe the advantages and limitations of SMARTs, particularly as they may be applied to the field of evaluation.
    No preview · Article · Dec 2015 · American Journal of Evaluation
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