Cited by 401Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional Development

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Behavioral Interventions in Attention-Deficit/Hyperactivity Disorder: A Meta-Analysis of Randomized Controlled Trials Across Multiple Outcome Domains

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Daley, David, van der Oord, Saskia, Ferrin, Maite, Danckaerts, Marina, Doepfner, Manfred, Cortese, Samuele, Sonuga-Barke, Edmund J.S.·2014·Journal of the American Academy of Child & Adolescent Psychiatry

DOI 10.1016/j.jaac.2014.05.013

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Abstract

Objective Behavioral interventions are recommended as attention-deficit/hyperactivity disorder (ADHD) treatments. However, a recent meta-analysis found no effects on core ADHD symptoms when raters were probably blind to treatment allocation. The present analysis is extended to a broader range of child and parent outcomes.Method A systematic search in PubMed, Ovid, Web of Knowledge, ERIC, and CINAHAL databases (up to February 5, 2013) identified published randomized controlled trials measuring a range of patient and parent outcomes for children and adolescents diagnosed with ADHD (or who met validated cutoffs on rating scales).Results Thirty-two of 2,057 nonduplicate screened records were analyzed. For assessments made by individuals closest to the treatment setting (usually unblinded), there were significant improvements in parenting quality (standardized mean difference [SMD] for positive parenting 0.68; SMD for negative parenting 0.57), parenting self-concept (SMD 0.37), and child ADHD (SMD 0.35), conduct problems (SMD 0.26), social skills (SMD 0.47), and academic performance (SMD 0.28). With probably blinded assessments, significant effects persisted for parenting (SMD for positive parenting 0.63; SMD for negative parenting 0.43) and conduct problems (SMD 0.31).Conclusion In contrast to the lack of blinded evidence of ADHD symptom decrease, behavioral interventions have positive effects on a range of other outcomes when used with patients with ADHD. There is blinded evidence that they improve parenting and decrease childhood conduct problems. These effects also may feed through into a more positive parenting self-concept but not improved parent mental well-being.

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“…(2007)40 MTA study that did not add additional outcomes Kapalka (2004)41 not a behavioral intervention Kapalka (2005)42 weak randomization procedure Kern et al. (2007)43 no appropriate control group; this study is a comparison of 2 behavioral interventions Kienle et al. (2009)44 not randomized…”
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(1999) · doi:10.1002/(sici)1098-2779(1999)5:3

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Kapalka, 2005, Avoiding repetitions reduces ADHD children’s management problems in the classroom, Emot Behav Disord, 10, 269
Kienle, 2009, [Effectiveness of parent training for children with ADHD in routine clinical practice], Prax Kinderpsychol Kinderpsychiatr, 58, 16
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Attention-deficit/hyperactivity disorder
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Authors: Daley, D., van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., & Sonuga-Barke, E. J. S.
Affiliations: University of Nottingham (GB)
KU Leuven (BE)
Aarhus University (DK)
Corresponding author: Daley, David
Sonuga-Barke, Edmund J.S.
ORCID: Daley, David
Danckaerts, Marina
Cortese, Samuele
Sonuga-Barke, Edmund J.S.
Venue: Journal of the American Academy of Child & Adolescent Psychiatry
Publisher: Elsevier BV
Published: 2014-08
Volume: 53
Issue: 8
Pages: 835-847.e5
ISSN: 0890-8567 (ISSN-L)
DOI: 10.1016/j.jaac.2014.05.013
OpenAlex: W2070684312
Cited by: 401
References: 160
Citations by year: 2026: 28 · 2025: 36 · 2024: 32 · 2023: 28 · 2022: 27 · 2021: 36 · 2020: 44 · 2019: 33 · 2018: 35 · 2017: 36 · 2016: 31 · 2015: 23 · 2014: 12
FWCI: 4.73
Type: journal article
Language: en
Open access: green
hdl.handle.net
Licence: other-oa
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
PubMed (publishedVersion)
Kölner Universitäts PublikationsServer (Universität zu Köln) (publishedVersion)
UvA-DARE (University of Amsterdam) (publishedVersion)
ePrints Soton (University of Southampton) (acceptedVersion)
Ghent University Academic Bibliography (Ghent University) (submittedVersion, other-oa)
ePrints Soton (University of Southampton) (submittedVersion)
edoc (University of Basel) (submittedVersion)
Nottingham Trent University's Institutional Repository (Nottingham Trent Repository) (submittedVersion)
Lirias (submittedVersion)
VBN Forskningsportal (Aalborg Universitet) (submittedVersion)
Radboud Repository (Radboud University) (submittedVersion)
Zurich Open Repository and Archive (University of Zurich) (submittedVersion)
Data Archiving and Networked Services (DANS) (submittedVersion)
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, behavioral interventions, parenting quality, conduct problems, social skills, academic performance, child outcomes, children and adolescents
MeSH terms: Adolescent, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Child Behavior, Humans, Mental Health, Randomized Controlled Trials as Topic, Parenting, Outcome Assessment, Health Care

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Behavioral Interventions in Attention-Deficit/Hyperactivity Disorder: A Meta-Analysis of Randomized Controlled Trials Across Multiple Outcome Domains

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