Parent–teen behavior therapy + motivational interviewing for adolescents with ADHD.
Open accessAbstract
OBJECTIVE: This study evaluates a parent-teen skills-based therapy for attention deficit/hyperactivity disorder (ADHD) blended with motivational interviewing (MI) to enhance family engagement. Supporting Teens' Autonomy Daily (STAND) is an adolescent-specific treatment for ADHD that targets empirically identified adolescent (i.e., organization, time management, and planning, or OTP skills) and parent-based (i.e., monitoring and contingency management) mechanisms of long-term outcome through individual parent-teen sessions. METHOD: The current randomized trial (N = 128) evaluates efficacy at posttreatment and 6-month follow-up. Participants were ethnically diverse teens (7.7% non-Hispanic White, 10.8% African American, 78.5% Hispanic, 3.0% other) randomly assigned to STAND or Treatment As Usual (TAU). RESULTS: Primary findings were that (1) STAND was delivered in an MI-adherent fashion and most families fully engaged in treatment (85% completed); (2) STAND produced a range of significant acute effects on ADHD symptoms, OTP skills, homework behavior, parent-teen contracting, implementation of home privileges, parenting stress, and daily homework recording; and (3) 6 months after treatment ceased, effects on ADHD symptom severity, OTP skills, and parenting stress maintained, while parent use of contracting and privilege implementation strategies, as well as teen daily homework recording and homework behavior gains, were not maintained. CONCLUSION: Skills-based behavior therapy blended with MI is an acutely efficacious treatment for adolescents with ADHD although more work is needed to establish the nature of long-term effects. (PsycINFO Database Record
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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 [70]
The Results (Therapy Outcome; page unavailable) report no difference from treatment as usual in teacher-rated ADHD symptom severity, but a large difference in parent-rated severity favoring the intervention. This paper therefore supports the claim only for teacher ratings; it does not support the unqualified statement that its intervention showed no difference in ADHD symptom ratings. As a single trial, it also does not establish the seven-of-nine count. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThe evidence for the behavioral family approach with adolescents is mixed and less strong than PTBM with preadolescent children.
“The evidence for this behavioral family approach is mixed and less strong than PTBM with preadolescent children92–94”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [94]
The Discussion reports mixed results for the adolescent parent–teen intervention: several significant benefits, but no effects on five outcomes and variable maintenance at six months. The paper also describes successful clinic-based approaches for younger children, but it does not directly compare the strength of evidence for adolescent behavioral family therapy with PTBM for preadolescent children (page numbers unavailable in our copy). (LLM, conf=0.82)
Experimental — accuracy not yet measuredFive 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 [70]
Behavioral family approaches may be helpful to some adolescents and their families.
“Overall, behavioral family approaches may be helpful to some adolescents and their families, and school-based training interventions are well established.25,94”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [94]
School-based training interventions are well established for adolescents.
“Overall, behavioral family approaches may be helpful to some adolescents and their families, and school-based training interventions are well established.25,94”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [94]
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References 63 · Cited by 200
Research works printed but not linked: 39
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- Authors
- Sibley, M. H., Graziano, P. A., Kuriyan, A. B., Coxe, S., Pelham, W. E., Rodriguez, L., Sanchez, F., Derefinko, K., Helseth, S., & Ward, A.
- Affiliations
- Florida International University (US)
- Nova Southeastern University (US)
- University of Tennessee Health Science Center (US)
- ORCID
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 2016-08
- Volume
- 84
- Issue
- 8
- Pages
- 699-712
- ISSN
- 0022-006X (ISSN-L)
- 1939-2117
- PMC
- PMC4949080
- OpenAlex
- W2339297006
- Cited by
- 200
- References
- 63
- Citations by year
- 2026: 6 · 2025: 12 · 2024: 20 · 2023: 26 · 2022: 39 · 2021: 27 · 2020: 20 · 2019: 16 · 2018: 15 · 2017: 12 · 2016: 4 · 2015: 1 · 2013: 1
- FWCI
- 13.92
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of Consulting and Clinical Psychology (publishedVersion, other-oa)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R34MH092466)
- Institute for Education Science (R324A120169)
- Klingenstein 3rd Generation Foundation
- 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, motivational interviewing, family involvement, contingency management, homework behavior, parental stress, medication adherence, long-term treatment outcomes
- MeSH terms
- Adolescent, Adolescent Behavior, Adult, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Female, Humans, Male, Parents, Treatment Outcome, Motivational Interviewing
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