title: Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/hyperactivity disorder.
abstract: An extensive amount of research has demonstrated the effectiveness of psychosocial interventions for children with ADHD. Historically, the research has focused on interventions targeting problems in the home or school setting, but more recent research has highlighted the importance of family – school partnerships and conjoint approaches to intervention involving family and school. Effective approaches to psychosocial intervention consist of strategies to address performance deficits, promote adaptive behavior, and improve children’s self-control and academic and social skills. Considerable evidence exists to indicate that combined approaches are more effective in reducing ADHD symptoms and related academic and social impairments than separate treatments.
authors.affiliation: Department of Pediatrics, University of Pennsylvania, Perelman School of Medicine, Philadelphia, PA, USA. eiraldi@mail.med.upenn.edu
authors.forename: Ricardo B
authors.initials: RB
authors.lastname: Eiraldi
authors.forename: Jennifer A
authors.initials: JA
authors.lastname: Mautone
authors.forename: Thomas J
authors.initials: TJ
authors.lastname: Power
mesh_terms: D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology* / Q000628:therapy*; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D055317:Evidence-Based Practice / Q000379:methods; D006801:Humans; D016730:Program Development; D011613:Psychotherapy / Q000379:methods*; D012574:Schools / Q000458:organization & administration; D013334:Students / Q000523:psychology*; D000078329:Workforce