Psychosocial interventions in attention deficit hyperactivity disorder.
This brief overview of psychosocial treatment approaches to attention deficit hyperactivity disorder (ADHD) concentrates on the two that receive the greatest research support, parent training in child behavior management and teacher training in classroom management. Cognitive-behavioral training of children who have ADHD has little evidence of efficacy and group social skills training has mixed or limited evidence of effectiveness. Research should focus on more theoretically driven psychosocial treatment approaches, on potential side effects or adverse events associated with this form of intervention, and on the complex pathways that affect impairment in major life activities that could guide subsequent treatment design for such impairments.
Antshel
Kevin M
KM
Department of Psychiatry & Behavioral Sciences, State University of New York Upstate Medical University, 750 East Adams Street, Syracuse, NY 13210, USA. antshelk@upstate.edu
Barkley
Russell
R
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000628:therapy*; D001521:Behavior Therapy; D000697:Central Nervous System Stimulants / Q000627:therapeutic use; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000628:therapy*; D015928:Cognitive Behavioral Therapy; D003131:Combined Modality Therapy; D004493:Education; D004522:Educational Status; D005178:Faculty; D006801:Humans; D012917:Social Adjustment
D000697:Central Nervous System Stimulants