Outcomes for adolescents who comply with long-term psychosocial treatment for ADHD.
Open accessAbstract
OBJECTIVE: We conducted a large (N = 216) multisite clinical trial of the Challenging Horizons Program (CHP)-a yearlong afterschool program that provides academic and interpersonal skills training for adolescents with attention-deficit/hyperactivity disorder. Intent-to-treat analyses suggest that, as predicted, the CHP resulted in significant reductions in problem behaviors and academic impairment when compared to community care. However, attendance in the CHP ranged from zero to 60 sessions, raising questions about optimal dosing. METHOD: To evaluate the impact of treatment compliance, complier average causal effect modeling was used to compare participants who attended 80% or more of sessions to an estimate of outcomes for comparable control participants. RESULTS: Treatment compliers exhibited medium to large benefits (ds = 0.56 to 2.00) in organization, disruptive behaviors, homework performance, and grades relative to comparable control estimates, with results persisting 6 months after treatment ended. However, compliance had little impact on social skills. CONCLUSIONS: Students most in need of treatment were most likely to comply, resulting in significant benefits in relation to comparable control participants who experienced deteriorating outcomes over time. Difficulties relating to dose-response estimation and the potentially confounding influence of treatment acceptability, accessibility, and client motivation are discussed. (PsycINFO Database Record
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Training approaches focused on school functioning skills have consistently revealed benefits for adolescents.
“Training approaches that are focused on school functioning skills have consistently revealed benefits for adolescents.95–97”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [97]
The Methods describe a school-based program targeting organization, study skills, and assignment tracking. The Discussion reports academic benefits, but specifically among adolescents with ADHD who attended at least 80% of sessions; it does not establish consistent benefits for adolescents generally or for training approaches broadly. No page number is available in our copy. (LLM, conf=0.85)
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Attention Deficit Hyperactivity Disorder
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- Authors
- Schultz, B. K., Evans, S. W., Langberg, J. M., & Schoemann, A. M.
- Affiliations
- East Carolina University (US)
- Ohio University (US)
- Virginia Commonwealth University (US)
- Venue
- Journal of Consulting and Clinical Psychology
- Published
- 2017-03
- Volume
- 85
- Issue
- 3
- Pages
- 250-261
- ISSN
- 0022-006X (ISSN-L)
- 1939-2117
- PMC
- PMC5321617
- OpenAlex
- W2589518785
- Cited by
- 37
- References
- 38
- Citations by year
- 2025: 4 · 2024: 1 · 2023: 5 · 2022: 2 · 2021: 5 · 2020: 6 · 2019: 6 · 2018: 5 · 2017: 2
- FWCI
- 4.27
- 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 (R01MH082864, R01MH082865)
- 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 › Safety Research › Youth Development and Social Support
- Keywords
- attention deficit hyperactivity disorder, adolescents, medication adherence, dose-response relationship, behavioral problems, academic performance, homework performance, social skills, long-term outcomes, complier average causal effect
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Female, Humans, Male, Patient Compliance, Treatment Outcome, Social Skills
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