Two novel CBTs for adolescents with ADHD: the value of planning skills
Open accessAbstract
Adolescents with ADHD have planning problems, often affecting school- and social functioning. Evidence-based treatments for adolescents with ADHD are scarce and treatment drop-out rates are substantial. The effectiveness of two new, individual, short-term cognitive behavioral therapies (CBT) was investigated: One with an aim on improving planning skills and one solution-focused treatment (SFT) without such an aim. Motivational Interviewing elements were added to both treatments to enhance treatment compliance. In a multi-center randomized clinical trial, 159 adolescents (12-17 years) with ADHD were randomly assigned to one of both treatments. Pre-, post- and 3-month follow-up data were gathered on five domains: Parent-rated ADHD, planning problems and executive functioning (primary outcomes), neuropsychological measures of planning, comorbid symptoms, general functioning, and teacher measures. Attrition was low in both treatments (5%). Adolescents improved significantly between pre- and post-test with large effect sizes on all domains. Improvements remained stable or continued to improve from post-test to follow-up, also when controlling for medication use. Marginally significant differences were found in favor of the planning-focused treatment: parents and therapists evaluated this treatment more positively than SFT and the planning-focused treatment showed more reduction of parent-rated planning problems. Two new CBTs with integrated motivational components were feasible and attrition was low. ADHD symptoms and co-existing problems of the adolescents improved from pre-test to 3 months after treatment. As the planning-focused treatment was evaluated more positive and had marginal additional beneficial effects to SFT, especially planning-focused CBT seems promising to fill the gap in available treatments for adolescents with ADHD.
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Five studies examined psychosocial interventions provided to students with ADHD in a school setting and eight studies tested psychosocial interventions in a clinical setting.
“Five studies examined psychosocial interventions provided to students with ADHD in a school setting [62,63,64,65,66] and eight studies tested psychosocial interventions in a clinical setting [67,68,69,70,71,72,73,74].”
From Treatment of Adolescents with Concurrent Substance Use Disorder and Attention-Deficit/Hyperactivity Disorder: A Systematic Review (2021) · cites this paper as [68]
Seven of the nine studies that included an active control condition did not find any differences in ADHD symptom ratings between the intervention and the control treatment.
“In contrast, seven of the nine studies that included an active control condition (e.g., treatment as usual) did not find any differences in ADHD symptom ratings between the intervention and the control treatment [65,67,68,69,70,71,72].”
From Treatment of Adolescents with Concurrent Substance Use Disorder and Attention-Deficit/Hyperactivity Disorder: A Systematic Review (2021) · cites this paper as [68]
Behavioral interventions developed to improve functional outcomes are effective but often time-consuming, costly, and not easily accessible to all children who might benefit.
“Behavioral interventions developed to improve these children’s functional outcomes, although effective [7,14,16], are often time-consuming, costly, and not easily accessible to all children who might benefit from them [17-19].”
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- Authors
- Boyer, B. E., Geurts, H. M., Prins, P. J. M., & Van der Oord, S.
- Affiliations
- University of Amsterdam (NL)
- Venue
- European Child & Adolescent Psychiatry
- Published
- 2014-12-31
- Volume
- 24
- Issue
- 9
- Pages
- 1075-1090
- ISSN
- 1018-8827 (ISSN-L)
- 1435-165X
- OpenAlex
- W2010557440
- Cited by
- 112
- References
- 59
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 10 · 2023: 15 · 2022: 9 · 2021: 11 · 2020: 15 · 2019: 9 · 2018: 9 · 2017: 7 · 2016: 12 · 2015: 2 · 2013: 1
- FWCI
- 5.34
- Type
- journal article
- Language
- en
- Open access
- green
- dare.uva.nl
- Licence
- other-oa
- www.springer.com/tdm (tdm)
- Locations
- European Child & Adolescent Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- UvA-DARE (University of Amsterdam) (publishedVersion, other-oa)
- UvA-DARE (University of Amsterdam) (submittedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- Lirias (KU Leuven) (submittedVersion)
- Funders
- ZonMw
- KU Leuven
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- attention deficit hyperactivity disorder, adolescents, cognitive behavioral therapy, planning skills, executive function, solution-focused therapy, motivational interviewing, medication adherence, treatment discontinuation, comorbid symptoms, treatment acceptability
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Female, Humans, Male, Comorbidity, Cognitive Behavioral Therapy, Treatment Outcome, Executive Function
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