Effectiveness of the Challenging Horizons After-School Program for Young Adolescents With ADHD
Open accessAbstract
There are no empirically supported psychosocial treatments for adolescents with attention-deficit hyperactivity disorder (ADHD). This study examined the treatment benefits of the Challenging Horizons Program (CHP), a psychosocial treatment program designed to address the impairment and symptoms associated with this disorder in young adolescents. In addition to evaluating social and academic functioning outcomes, two critical questions from previous studies pertaining to the timing, duration, and family involvement in treatment were addressed. Forty-nine students recruited in two cohorts were randomly assigned to receive either the CHP or a community care condition. Outcomes suggested that students who received the CHP improved compared to students in the control condition on measures of symptoms and impairment. Implications related to timing, duration, and family involvement are reported, as well as recommendations for future studies.
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Evidence-based skills training programs exist for children with ADHD who have academic skills deficits.
“evidence-based skills training programs are available for children with ADHD who have academic skills deficits (Evans, Schultz, DeMars, & Davis, 2011; Langberg, Epstein, Becker, Girio-Herrera, & Vaughn, 2012).”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Evans, Schultz, DeMars, & Davis, 2011
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
- Evans, S. W., Schultz, B. K., DeMars, C. E., & Davis, H.
- Affiliations
- Ohio University (US)
- James Madison University (US)
- Corresponding author
- Evans, Steven W.
- Venue
- Behavior Therapy
- Publisher
- Elsevier BV
- Published
- 2011-09
- Volume
- 42
- Issue
- 3
- Pages
- 462-474
- ISSN
- 0005-7894 (ISSN-L)
- PMC
- PMC3517170
- OpenAlex
- W2027336782
- Cited by
- 142
- References
- 31
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 5 · 2023: 6 · 2022: 15 · 2021: 4 · 2020: 10 · 2019: 4 · 2018: 9 · 2017: 10 · 2016: 17 · 2015: 14 · 2014: 14 · 2013: 13 · 2012: 6
- FWCI
- 7.88
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Behavior Therapy (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R34MH073968)
- 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, psychosocial interventions, early adolescents, after-school programs, social functioning, academic functioning, family involvement, community-based care
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Educational Status, Family, Female, Humans, Male, Psychiatric Status Rating Scales, Psychotherapy, Schools, Severity of Illness Index, Social Adjustment, Time Factors, Wechsler Scales
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