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Cited by 48Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional Development

Middle School–based and High School–based Interventions for Adolescents with ADHD

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Evans, Steven W., Langberg, Joshua M., Egan, Theresa, Molitor, Stephen J.·2014·Child and Adolescent Psychiatric Clinics of North America
DOI 10.1016/j.chc.2014.05.004PMC PMC4167775
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Abstract

The development and evaluation of psychosocial treatments for adolescents with attention-deficit/hyperactivity disorder has lagged behind the treatment development work conducted with children with the disorder. Two middle school-based and high school-based treatment programs have the most empirical work indicating beneficial effects. Treatment development research addressing many of the basic questions related to mediators, moderators, and sequencing of treatments is needed. Implications for future treatment development research are reviewed, including the potential benefits of combining treatments of a variety of modalities to address the large gaps in the literature.

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Crossref · 10.1016/j.chc.2014.05.004

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  • Behaviourally based, school-focused interventions combined with approaches aimed at adapting classroom structure to aid concentration and deportment also have value.

    “behaviourally based, school-focused interventions combined with approaches aimed at adapting classroom structure to aid concentration and deportment also have value 197 .”

    From Attention-deficit/hyperactivity disorder (2015) · cites this paper as [197]

    The Interventions section reports improvements in classroom preparedness and homework completion from school-based self-management training, supporting the value of school-focused interventions. But the paper does not establish that combining them with adaptations to classroom structure improves concentration or behavior. Its Accommodations section says commonly provided adjustments to educational practices have little to no evidence supporting their use (page unavailable). (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Training interventions are well-established treatments to target disorganization of materials and time exhibited by most youth with ADHD.

    “training interventions are well-established treatments to target disorganization of materials and time that are exhibited by most youth with ADHD; it is likely that they will benefit younger children, as well.25,89”

    From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [89]

    The Interventions section (page unavailable) describes training adolescents with ADHD to organize materials and manage time, and reports large parent-rated gains from HOPS. But its evidence is limited to modest-sized studies of middle-school adolescents, and the cited passages do not establish that these difficulties occur in most youth with ADHD. Calling the interventions well-established treatments for most youth overstates that evidence. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • School-based approaches that focus on broad-based skills training and academic achievement are also of value in the long term.

    “School-based approaches that focus on broad-based skills training and academic achievement are also of value in the long term 197,202 .”

    From Attention-deficit/hyperactivity disorder (2015) · cites this paper as [197]

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1 of the 63 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. [19]OCEBM Levels of Evidence Working Group The Oxford 2011 Levels of Evidence Oxford Centre for Evidence-Based Medicine http://www.cebm.net/index.aspx?o=5653
  2. [26]Evans SW Serpell ZN Schultz B Cumulative benefits of secondary school-based treatment of students with ADHD School Psychology Review 2007 36 256 73
  3. [46]Evans SW Rybak T Strickland H The role of school mental health models in preventing and addressing children's emotional and behavioral problems Walker HM Gresham FM Handbook of Evidence-Based Practices for Students Having Emotional and Behavioral Disorders New York Guilford Press 2014
  4. [52]Braswell L Bloomquist ML Cognitive-Behavioral Therapy with ADHD Children New York The Guilford Press 1991

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Authors
Evans, S. W., Langberg, J. M., Egan, T., & Molitor, S. J.
Affiliations
  • Ohio University (US)
  • Virginia Commonwealth University (US)
Corresponding author
Evans, Steven W.
ORCID
Venue
Child and Adolescent Psychiatric Clinics of North America
Publisher
Elsevier BV
Published
2014-10
Volume
23
Issue
4
Pages
699-715
ISSN
1056-4993 (ISSN-L)
DOI
10.1016/j.chc.2014.05.004
PMC
PMC4167775
OpenAlex
W2035276948
Cited by
48
References
63
Citations by year
2026: 2 · 2025: 6 · 2024: 4 · 2023: 3 · 2022: 3 · 2021: 1 · 2020: 6 · 2019: 6 · 2018: 5 · 2017: 5 · 2016: 3 · 2015: 3
FWCI
0.51
Type
journal article
Language
en
Open access
Licence
Locations
  • Child and Adolescent Psychiatric Clinics of North America (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Mental Health (R01MH082864)
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, psychosocial interventions, treatment development, treatment sequencing
MeSH terms
Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Humans, Psychotherapy, Schools, Self Care, Students, Teaching

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