Psychosocial treatments for children with attention deficit/hyperactivity disorder.
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.
Daly
Brian P
BP
Department of Public Health, Temple University, 3307 North Broad Street, Philadelphia, PA 19140, USA. brian.daly@temple.edu
Creed
Torrey
T
Xanthopoulos
Melissa
M
Brown
Ronald T
RT
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods* / Q000592:standards; D002648:Child; D015928:Cognitive Behavioral Therapy / Q000379:methods* / Q000592:standards; D004521:Educational Measurement; D005192:Family Health; D006801:Humans; D016487:Parenting; D010379:Peer Group