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Cited by 729Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional Development

Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder

Open access
Evans, Steven W., Owens, Julie Sarno, Bunford, Nora·2014·Journal of Clinical Child & Adolescent Psychology
DOI 10.1080/15374416.2013.850700PMC PMC4025987
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Abstract

The purpose of this research was to update the Pelham and Fabiano (2008 Pelham , W. E. , & Fabiano , G. A. ( 2008 ). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder . Journal of Clinical Child and Adolescent Psychology , 37 , 184 – 214 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) review of evidence-based practices for children and adolescents with attention-deficit/hyperactivity disorder. We completed a systematic review of the literature published between 2007 and 2013 to establish levels of evidence for psychosocial treatments for these youth. Our review included the identification of relevant articles using criteria established by the Society of Clinical Child and Adolescent Psychology (see Southam-Gerow & Prinstein, in press Southam-Gerow , M. A. , & Prinstein , M. J. ( in press ). Evidence base updates: The evolution of the evaluation of psychological treatments for children and adolescents . Journal of Clinical Child and Adolescent Psychology . [Google Scholar]) using keyword searches and a review of tables of contents. We extend the conceptualization of treatment research by differentiating training interventions from behavior management and by reviewing the growing literature on training interventions. Consistent with the results of the previous review we conclude that behavioral parent training, behavioral classroom management, and behavioral peer interventions are well-established treatments. In addition, organization training met the criteria for a well-established treatment. Combined training programs met criteria for Level 2 (Probably Efficacious), neurofeedback training met criteria for Level 3 (Possibly Efficacious), and cognitive training met criteria for Level 4 (Experimental Treatments). The distinction between behavior management and training interventions provides a method for considering meaningful differences in the methods and possible mechanisms of action for treatments for these youth. Characteristics of treatments, participants, and measures, as well as the variability in methods for classifying levels of evidence for treatments, are reviewed in relation to their potential effect on outcomes and conclusions about treatments. Implications of these findings for future science and practice are discussed.

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Registry

Crossref · 10.1080/15374416.2013.850700

Cites

138 of 138 references verified0 citation errors · 0 not checkable

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Claims the paper makes

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  • Findingnone given

    Combined training programs met criteria for Level 2, Probably Efficacious.

    “Combined training programs met criteria for Level 2 (Probably Efficacious)”
    Quote in the paperSubstantial claim
  • Findingnone given

    Cognitive training met criteria for Level 4, Experimental Treatments.

    “cognitive training met criteria for Level 4 (Experimental Treatments).”
    Quote in the paperSubstantial claim
  • Findingnone given

    Neurofeedback training met criteria for Level 3, Possibly Efficacious.

    “neurofeedback training met criteria for Level 3 (Possibly Efficacious)”
    Quote in the paperSubstantial claim
  • Findingnone given

    Organization training met criteria for a well-established treatment.

    “In addition, organization training met the criteria for a well-established treatment.”
    • Also stated in: § Discussion · boosted
      “one of the Training Interventions, organization training, met these criteria.”
    Quote in the paperSubstantial claim
  • Findingown data

    Very few included studies, three in number, analyzed moderating or mediating variables.

    “Because very few studies (n=3) included an analysis of moderating or mediating variables, the results of such analyses are briefly reviewed in the Results and Discussion sections but not presented in Table 3.”
    Quote in the paperNot a substantial claim
  • May combine two claims. 59
  • Classified as probably not a substantial claim. 19

  • May combine two claims.

    Findingown data

    The current review concluded that behavioral parent training, behavioral classroom management, and behavioral peer interventions are well-established treatments.

    “Consistent with the results of the previous review we concluded that behavioral parent training, behavioral classroom management and behavioral peer interventions were well-established treatments.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingcitation

    In the first COACHES study, there was little difference between traditional behavioral parent training and COACHES in father and mother ratings of child symptoms, except that fathers in COACHES reported greater perceived improvement in their child's behavior.

    “The investigators reported little difference between traditional BPT and COACHES in father and mother ratings of child symptoms except that fathers in the COACHES program reported greater perceived improvement in their child's behavior, relative to fathers in the traditional BPT program (Fabiano et al., 2009).”
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    • cites Fabiano et al., 2009

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    Findingnone given

    Limitations of the behavioral parent training studies include over-reliance on parent ratings, low minority participation, and an exclusive focus on elementary school-age children.

    “Some limitations of these studies include an over-reliance on ratings of outcomes from those receiving services (i.e., parents), a low number of participants from minority groups (see Chacko et al. for an exception), and an exclusive focus on elementary school-age children.”
    Quote in the paperNot a substantial claim

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    Findingcitation

    Enhanced behavioral parent training adapted for fathers and single mothers was equivalent to, and for some outcomes better than, the standard well-established version.

    “Fabiano and colleagues (2009; 2012) as well as Chacko and colleagues (2009) evaluated an enhanced BPT to address the needs of a specific population (i.e., fathers, single mothers) and reported that the adapted version of BPT was equivalent, and in the case of some outcomes, better than the standard well-established version.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Fabiano et al., 2009

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    • cites Fabiano et al., 2012

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    • cites Chacko et al., 2009

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    Findingcitation

    In the second COACHES study, investigators reported improvements over a waitlist group in observed rates of fathers' positive and negative statements and in fathers' ratings of child behavior.

    “In the second study of COACHES (Fabiano et al., 2012) the investigators reported improvements over a waitlist group in observed rates of fathers’ making positive and negative statements to their child and in fathers’ ratings of child behavior.”
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    • cites Fabiano et al., 2012

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    Findingnone given

    The Challenging Horizons Program has been evaluated in two randomized controlled studies since 2008, but not by two independent research teams.

    “CHP has been evaluated in two randomized controlled studies since 2008, but not by two independent research teams.”
    Quote in the paperSubstantial claim

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    Findingcitation

    Among well-established treatments, only organization training included a study targeting adolescents, and those were young adolescents aged 11 to 14.

    “Of the well-established treatments, only the organization training included one study targeting adolescents and these were young adolescents (Langberg et al., 2012; ages 11 – 14).”
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    • cites Langberg et al., 2012

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    In the authors' school-based treatment research, they frequently introduce school mental health professionals to the basic techniques of cognitive behavioral therapy and behavioral parent training for the first time.

    “when we conduct treatment development and evaluation research in schools, we are frequently introducing school mental health professionals (counselors and social workers) to the basic techniques involved in cognitive behavioral therapy and behavioral parent training, for the first time.”
    Quote in the paperNot a substantial claim

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    Findingcitation

    Both cognitive training studies reported gains across parent ratings of symptoms, mixed improvements across parent ratings of executive functioning, and only one instance of improvement out of multiple comparisons of teacher ratings of symptoms and executive functioning.

    “both studies of cognitive training (Beck et al., 2010; van der Oord, et al., in press) reported gains across parent ratings of symptoms, mixed improvements across parent ratings of executive functioning, and only one instance of improvement out of multiple comparisons of teacher ratings of symptoms and executive functioning.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Beck et al., 2010

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    • cites van der Oord, et al., in press

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    Findingnone given

    This review highlights innovations in the last five years, including innovations to existing well-established treatments to reach new populations, an increase in research on adolescents and preschool children with ADHD, and the development of a new category of interventions (Training Interventions).

    “It highlights the innovations that have occurred in the last five years including innovations to existing well-established treatments to reach new populations, an increase in research on adolescents and preschool children with ADHD, and the development of a new category of interventions (i.e., Training Interventions).”
    Quote in the paperSubstantial claim

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    Premisecitation

    Sonuga-Barke and colleagues relied solely on ratings of ADHD symptoms as the outcome variable, although many behavioral interventions focus on changing functional impairment.

    “Further, although many behavioral interventions focus on changing functional impairment, Sonuga-Barke and colleagues’ relied solely upon ratings of ADHD symptoms as the outcome variable.”
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    • cites Sonuga-Barke et al., 2013

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    Interpretationreasoning

    Neurofeedback and cognitive training do not involve manipulating contingencies in the environments where behavior change is intended.

    “neurofeedback and cognitive training do not involve manipulating contingencies in the environments where the behavior change is intended to occur.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The differences between the present criteria and those used in the 2008 special issue are minor wording changes that should not change the classification of the research.

    “The only differences between the presently employed criteria and those used in the 2008 special issue are minor wording changes that should not change the classification of the research (Southam-Gerow & Prinstein, in press).”
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    • cites Southam-Gerow & Prinstein, in press

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    Premisecitation

    Reviews published after 2008 have generally reported similar findings for behavioral parent training, behavioral classroom management, and recreational behavioral peer intervention, though some reached very different conclusions.

    “Other reviews published since 2008 have reported similar findings about BPT, BCM, and BPI-R (e.g., Fabiano, Pelham, Coles, Gnagy, Chronis-Tuscano & O'Connor, 2009; Owens, Storer & Girio-Herrera, 2011; Sadler & Evans, 2011), but some have reached very different conclusions (Sonuga-Barke et al., 2013).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Fabiano et al., 2009

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    • cites Owens et al., 2011

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    • cites Sonuga-Barke et al., 2013

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    Premisecitation

    Sonuga-Barke and colleagues concluded that the mean effect size for ADHD symptoms across well-controlled studies of behavioral interventions for children with ADHD was zero.

    “a recent review and meta-analysis by Sonuga-Barke and colleagues (2013) concluded that the mean effect size for ADHD symptoms across well-controlled studies of behavioral interventions for children with ADHD was zero.”
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    • cites Sonuga-Barke et al., 2013

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    Premisecitation

    To calculate the mean effect size, Sonuga-Barke and colleagues excluded studies where raters were aware of treatment condition and combined results from very different types of psychosocial interventions.

    “To calculate the mean effect size, Sonuga-Barke et al. excluded studies wherein raters were aware of treatment condition and combined results from very different types of psychosocial interventions.”
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    • cites Sonuga-Barke et al., 2013

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    Premisecitation

    The 2008 Pelham and Fabiano review examined 46 treatment studies and classified interventions into behavioral parent training, behavioral classroom management, and behavioral peer interventions.

    “Pelham and Fabiano (2008) evaluated 46 treatment studies and sorted the interventions into one of three categories: behavioral parent training (BPT), behavioral classroom management (BCM), and behavioral peer interventions (BPI).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Pelham and Fabiano (2008)

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    Premisecitation

    Behavior management treatments are intended to produce behavior change by manipulating contingencies in the target environment.

    “BM treatments are intended to lead to behavior change by manipulating contingencies in the target environment.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Stokes & Baer, 1977

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    Premisecitation

    Training interventions produce behavior change by improving the child's skill set and either hoping for generalization or providing reinforcement and punishment in the training setting for behavior change outside it.

    “TIs lead to behavior change by improving the skill set of the child and either hoping for generalization (Stokes & Baer, 1977) (e.g., cognitive training interventions) or providing reinforcement and punishment in the training setting for behavior change that occurs outside of that setting.”
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    • cites Stokes & Baer, 1977

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    Premisecitation

    Outcomes may depend on the construct chosen, how it is defined and measured, and whether informants are aware of the treatment condition.

    “Outcomes may depend on the construct chosen as an outcome variable of interest (e.g., symptoms or functional impairment), on the way in which such construct of interest is defined and measured (e.g., objective vs. subjective measurement or informant type), and whether or not informants are aware of the treatment condition (Jadad et al., 1996).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Jadad et al., 1996

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    Interpretationnone given

    These criteria have not been used consistently in other reviews, contributing to inconsistent conclusions across studies.

    “However, these criteria have not been used consistently in other reviews, contributing to inconsistent conclusions across studies.”
    Quote in the paperSubstantial claim

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    Premisecitation

    In the 2008 review, behavioral parent training and behavioral classroom management met criteria for well-established treatments for ADHD.

    “Consistent with the 1998 review, BPT and BCM met criteria for well-established treatments for ADHD.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Pelham and Fabiano (2008)

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    Premisecitation

    Characteristics of measurement can impact outcomes and make it difficult to compare results across studies.

    “characteristics of measurement may also impact outcomes, making it difficult to compare results across studies (De Los Reyes & Kazdin, 2009).”
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    • cites De Los Reyes & Kazdin, 2009

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    Premisereasoning

    The source of outcome data varies considerably across studies and could influence outcomes.

    “the source of outcome data varies considerably across studies and could influence outcomes depending on a variety of factors.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Both one-session and telephone-based behavioral parent training remove barriers to treatment attendance commonly found in multi-session clinic-based parent training programs.

    “Both the one-session BPT targeting homework compliance and the telephone based BPT represent treatment models that remove barriers to treatment attendance that are commonly found in multi-session clinic-based parent training programs.”
    Quote in the paperNot a substantial claim

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    Premisecitation

    The 2008 review included 29 between-group or crossover design studies from a period covering twice as many years as the current review.

    “in the 2008 review, only 29 between-group or crossover design studies were included from a period that covered twice as many years as this one.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Pelham and Fabiano (2008)

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    Interpretationcitation

    The Daily Report Card can be feasibly delivered by school-employed teachers and can yield meaningful behavioral gains for students with ADHD.

    “The results of this study demonstrate that the DRC can be feasibly implemented by school-employed classroom teachers to produce meaningful gains in the behavior of students with ADHD.”
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    • cites Fabiano et al., 2010

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The review used a three-wave procedure to determine which articles to include.

    “To determine which articles to include in our review, we conducted a three-wave procedure.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    As a result of Sonuga-Barke and colleagues' criteria, most of the behavioral treatment literature was excluded, and their conclusions differ from most other reviews or meta-analyses.

    “Nevertheless, as a result of this criteria, most of the behavioral treatment literature was excluded from consideration and, consequently, the conclusions reached by Sonuga-Barke and colleagues are different from those reached by most other reviews or meta-analytic studies.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sonuga-Barke et al., 2013

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  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductreasoning

    After applying the inclusion criteria, 122 studies remained and were coded using the EBT Evaluation Criteria.

    “Using these criteria, 122 studies remained and we coded these studies using the EBT Evaluation Criteria.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Adaptations of traditional behavioral parent training engage individuals not typically served while maintaining the treatment gains of behavioral parent training.

    “These studies indicate that adaptations of traditional BPT engages individuals not typically served while maintaining the treatment gains of BPT.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Study design and conductown data

    The review is based on 21 studies published since October 2007 that met the five EBT criteria and were not included in the previous review.

    “Our review is based on 21 studies that were published since October 2007, met the five EBT Evaluation Criteria, and were not included in the previous review by Pelham and Fabiano (2008)”
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    • cites Pelham and Fabiano (2008)

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    Premisecitation

    Children with ADHD in MOSAIC were less rejected by peers and had more reciprocated friendships than those in traditional behavioral classroom management.

    “However, relative to the traditional BCM condition, children with ADHD in MOSAIC were significantly less rejected by their peers and had more reciprocated friendships”
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    • cites Mikami et al., 2012

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    Premisecitation

    In elementary special education, a Daily Report Card plus teacher consultation across the school year produced significant improvements over business as usual in rule violations, teacher-rated ODD/conduct symptoms, classroom behavior, academic productivity, and behavior goals.

    “Results indicated that the DRC + consultation services condition led to statistically significant improvements in classroom rule violations and teacher ratings of ODD/conduct disorder symptoms, classroom behavior, and academic productivity, as well as teacher-rated improvement on behavior goals compared to the business as usual condition.”
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    • cites Fabiano et al., 2010

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    Study design and conductown data

    Of the 122 articles, 101 were excluded for violating at least one EBT criterion, and 21 met all five criteria and were discussed.

    “Of the 122 articles, 101 were excluded because they violated at least one of the EBT Evaluation Criteria. Twenty-one met all five criteria and are discussed in detail in our results section below.”
    Quote in the paperSubstantial claim

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    Interpretationcitation

    Cognitive training must be considered an experimental treatment under the EBT criteria because two randomized trials exist but their results are equivocal.

    “cognitive training must be considered an experimental treatment per the EBT Evaluation Criteria because although two randomized trials have been conducted, the results are equivocal.”
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    • cites Shipstead, Redick & Engle, 2012

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    Premisecitation

    Pelham and Fabiano noted that some studies combined behavioral parent training, behavioral classroom management, and/or behavioral peer intervention, preventing conclusions about each component's individual contribution.

    “Pelham and Fabiano (2008) noted that some studies, such as the MTA, included a combination of BPT, BCM, and/or BPI preventing them from reaching conclusions about the degree to which each treatment individually contributed to outcomes.”
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    • cites Pelham & Fabiano, 2008

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    Premisecitation

    In Gevensleben et al., neurofeedback produced benefits on parent ratings of ADHD and ODD symptoms, aggression, and total SDQ score.

    “Investigators reported benefits for the group receiving neurofeedback training on parent ratings of ADHD and ODD symptoms, aggression, and the total score of the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997).”
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    • cites Gevensleben et al., 2009

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    • cites Goodman, 1997

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    Interpretationcitation

    MOSAIC extends behavioral classroom management research by manipulating subtle behavior management techniques and examining peer acceptance outcomes.

    “This innovative intervention extends the research on BCM to include the manipulation of subtle behavior management techniques and outcomes related to peer acceptance.”
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    • cites Mikami et al., 2012

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    Premisecitation

    Child sex, learning disability status, medication status, and receipt of school services did not moderate the combined intervention outcomes.

    “Variables that did not moderate the outcomes included child sex, learning disability status, medication status, and receipt of school services.”
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    • cites Langberg et al., 2010

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    Study design and conductcitation

    In Gevensleben et al., parents and teachers were unaware of treatment condition, reducing possible rater bias.

    “Of note, parents and teachers were unaware of treatment condition, reducing the possibility of rater bias in the results.”
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    • cites Gevensleben et al., 2009

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  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Cognitive ability and income may influence outcomes and/or parent involvement.

    “To the extent that cognitive ability and income may influence outcomes and/or parent involvement (e.g., Owens et al., 2003; Rieppi et al., 2002)”
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    • cites Owens et al., 2003

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    • cites Rieppi et al., 2002

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    Interpretationreasoning

    Clinic-recruited participants are likely to have parents attending the clinic with them, and parental presence indicates involvement and resources not always present among community-recruited families.

    “Participants recruited from clinic settings are likely to have parents attending the clinic with them and parental presence indicates a degree of involvement and resources that are not always present among families recruited from the community.”
    Quote in the paperSubstantial claim

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    Interpretationreasoning

    Organization training has been evaluated by two independent research teams, and both found significant benefits over waitlist or no-treatment control.

    “Thus, organization training has been evaluated by two independent research teams with both demonstrating statistically significant benefits over a waitlist or no treatment control condition.”
    Quote in the paperSubstantial claim

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    Premisecitation

    Abikoff et al. reported success with organization training for elementary-school children, observed by both parents and teachers.

    “Given that Abikoff and colleagues (2013) reported success with their organization TI with elementary school aged children, and that both parents and teachers observed the success”
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    • cites Abikoff et al., 2013

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    Premisecitation

    Based on extensive pre-2008 literature on behavior management with young children, Pelham and Fabiano concluded these approaches were well-established for that age group, and the two preschool studies add to that evidence.

    “Based on the extensive literature on BM approaches with young children prior to 2008, Pelham and Fabiano concluded that these approaches were well-established for this age group and these two studies add to that evidence.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Pelham & Fabiano, 2008

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    • cites Kern et al., 2007

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    • cites Webster-Stratton et al., 2011

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    Study design and conductcitation

    In Webster-Stratton et al., parent training attendance was much higher than in Kern et al., with mean attendance of 93% for mothers and 85% for fathers, and the sample was about 11 months older.

    “Attendance at parent training sessions was much higher in this study than in the Kern and colleague's study (mean percentage attendance 93 [mothers] & 85 [fathers]) and the mean age of the sample was approximately 11 months older.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Webster-Stratton et al., 2011

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    Premisecitation

    The Challenging Horizons Program is a school-based treatment for adolescents with ADHD that targets organization, academic skills, and social functioning.

    “The CHP is a school-based treatment program for adolescents with ADHD that targets impairment related to organization (see above), academic skills, and social functioning.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Evans et al., 2011

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    • cites Molina et al., 2008

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    Premisecitation

    In Langberg et al., HOPS produced significantly better parent but not teacher ratings of organization, homework, and family conflict, maintained at three-month follow-up.

    “Results indicated that HOPS produced significantly better parent (but not teacher) ratings of organization, homework, and family conflict and these gains were maintained at three month follow-up.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Langberg et al., 2012

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  • May combine two claims.

    Premisecitation

    In Fabiano et al. and Chacko et al., modified behavioral parent training did not yield notably better outcomes than traditional behavioral parent training but did improve engagement and satisfaction for fathers and single mothers.

    “In both the Fabiano et al. and Chacko et al. studies, modified BPT did not yield notably better outcomes than traditional BPT, but did result in better engagement and satisfaction of fathers and single mothers, respectively, than traditional BPT.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Fabiano et al., 2009

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    • cites Fabiano et al., 2012

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    • cites Chacko et al., 2009

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    Premisecitation

    Average family income was about $45,000 in Evans et al.; in Langberg et al., more than half of families had incomes below $75,000 and 15% below $25,000.

    “The average family income was approximately $45,000 in the Evans et al. study and Langberg et al. reported that more than half of their families had incomes less than $75,000 per year (15% had less than $25,000).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Evans et al., 2011

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    • cites Langberg et al., 2012

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    Premisenone given

    There is extensive literature showing treatment effects for the Incredible Years Program, and little to no evidence supporting efficacy of a child-focused training intervention.

    “There is an extensive literature demonstrating treatment effects for the Incredible Years Program, and little to no evidence supporting the efficacy of a child focused training intervention.”
    Quote in the paperNot a substantial claim

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    Premisecitation

    Power et al. recruited from a clinic, and 98% of participants had middle to high socioeconomic status.

    “Participants in the Power et al. (2012) study were also recruited from a clinic and the socioeconomic status of 98% of the participants was in the middle to high range.”
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    • cites Power et al., 2012

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    Premisecitation

    Evans et al. found significant benefits in teacher ratings of academic and classroom functioning and parent ratings of hyperactivity/impulsivity symptoms.

    “The results obtained by Evans et al. revealed significant benefits in teacher ratings of academic and classroom functioning and parent ratings of hyperactivity/impulsivity symptoms.”
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    • cites Evans et al., 2011

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    Premisecitation

    Molina et al. found significant improvements in parent ratings of internalizing symptoms, delinquency, and school adjustment.

    “Molina et al.'s results indicated significant improvements in parent ratings of internalizing symptoms, delinquency and school adjustment.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Molina et al., 2008

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    Premisecitation

    Gevensleben et al. reported neurofeedback benefits equivalent to outcomes in studies of well-established behavioral treatments, with Cohen's d from .30 to .64.

    “Gevensleben et al. (2009) reported beneficial effects of neurofeedback training that are equivalent to outcomes reported in studies of well-established behavioral treatments (e.g., Cohen's d range from .30 to .64).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gevensleben et al., 2009

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    Premisecitation

    Abikoff et al. recruited at a clinic and had an average IQ estimate of 113.

    “participants in the Abikoff et al. (2013) study were recruited at a clinic and had an average IQ estimate of 113.”
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    • cites Abikoff et al., 2013

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    In school-recruited studies by Evans et al. and Langberg et al., average IQ estimates were 95 and 98, respectively.

    “In these studies the average IQ estimate was 95 and 98, respectively.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Evans et al., 2011

      Not checked in the free run.

    • cites Langberg et al., 2012

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The authors are not aware of evidence that the science-practice gap is meaningfully shrinking.

    “we are not aware of evidence that the gap is meaningfully shrinking.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Change in symptoms is related to change in impairment, but there are large differences when considering children improved on one or the other.

    “Change in symptoms is related to change in impairment, but there are large differences when considering children improved on one or the other (Owens, Johannes & Karpenko, 2009).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Owens, Johannes & Karpenko, 2009

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Difficulties in conducting enough observations, tracking infrequent behavior, observer costs, and measuring constructs that are not easily observable make it difficult to rely on observations.

    “conducting enough observations to obtain valid indices of outcomes, tracking infrequent behavior, costs of observers, and measuring constructs that are not easily observable (e.g., reciprocal peer relationships) make it difficult to rely on observations.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Without supervision and accountability, clinicians drift and adherence to best practices diminishes.

    “Studies show that without supervision and accountability, clinicians drift and adherence to best practices diminish (Schoenwald, Henggeler, Brondino & Rowland, 2000).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Schoenwald, Henggeler, Brondino & Rowland, 2000

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    The lack of training may be related to the lack of accountability for practitioners to provide evidence-based practices.

    “This lack of training may be related to the lack of accountability for practitioners to provide evidence-based practices.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: In many systems of care, including schools and clinics, there is no direct accountability on individual clinicians to provide evidence-based practices with integrity.

  • May combine two claims.

    Study design and conductreasoning

    The present review's criteria treat demonstrating equivalence to another well-established treatment as evidence supporting an intervention's efficacy, whereas Sonuga-Barke et al.'s criteria did not.

    “The criteria used in the present review considers demonstrating equivalence to another well-established treatment as evidence supporting the efficacy of an intervention, whereas the criteria employed by Sonuga-Barke et al. did not”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    The outcome measure criterion used in this study requires an outcome measure to be reliable, valid, and to gauge the problems targeted.

    “The outcome measure criterion used in this study indicates that an outcome measure must be reliable, valid and gauge the problems targeted (see M4 in Table 1).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    A multi-source, multi-method approach to assessing the constructs intended to change as a function of a treatment has been recommended.

    “it has been recommended that investigators take a multi-source and multi-method approach to assessing the constructs that are intended to change as a function of a treatment (AAP, Subcommittee on ADHD, 2011)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites AAP, Subcommittee on ADHD, 2011

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Direct observations have many limitations, including expense and time.

    “direct observations have many limitations including expense and time (see Pelham, Fabiano & Massetti, 2005).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pelham, Fabiano & Massetti, 2005

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    There has been an increased reliance on effect sizes and on indices of clinically significant change during the last decade.

    “there has been an increased reliance on effect sizes during the last decade as well as on the use of indices of clinically significant change (Jacobson & Truax, 1991).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Jacobson & Truax, 1991

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    De Los Reyes and Kazdin describe difficulties in comparing inconsistent findings on the same outcome measure across studies and inconsistent findings within a study across outcome measures.

    “De Los Reyes and Kazdin (2006; 2009) describe the difficulties associated with comparing inconsistent findings obtained on the same outcome measure across studies, as well as inconsistent findings obtained within the same study across outcome measures”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites De Los Reyes and Kazdin (2006; 2009)

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    Systems used to track organization may not be possible when assessing some of the constructs targeted in treatments for children with ADHD, such as social functioning.

    “systems like these used to track organization, may not be possible when assessing some of the constructs targeted in treatments for children with ADHD (e.g., social functioning).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationreasoning

    The professional silos providing the greatest obstacle to consistent implementation of evidence-based practices may be those between science, policy and practice rather than those between disciplines.

    “it may be that the professional silos providing the greatest obstacle to consistent implementation of evidence-based practices are those between science, policy and practice and not necessarily those between disciplines.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    The Fabiano et al. (2009) study compared a modified BPT program for fathers (COACHES) to a standard BPT condition and was excluded by Sonuga-Barke et al. because of no appropriate control.

    “the Fabiano and colleagues (2009) study compared the modified BPT program for fathers (COACHES) to a standard BPT condition and this study was excluded by Sonuga-Barke and colleagues due to “no appropriate control”.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Fabiano and colleagues (2009)

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Three to five observations within or across days are needed to assess task engagement at school to obtain dependable estimates of the target behavior.

    “Briesch and colleagues (2010) reported that 3-5 observations either within or across days are needed to assess task engagement at school in order to obtain dependable estimates of the target behavior.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Briesch and colleagues (2010)

      Not checked in the free run.

73 of 73

  • The paper relies on this without support.

    The quality principles used to judge outcome measures are valid for determining levels of evidence for psychosocial treatments.

    “outcome measures assessing change in functioning were considered to be of greater importance than measures assessing symptoms”
    “ratings provided by informants who were not involved in the treatment were considered to be of higher quality than ratings provided by informants who were involved in treatment”

  • The paper relies on this without support.

    Despite variability in how effect sizes were calculated, the effect sizes can support qualitative classification of treatments.

    “Given the variability in how effect sizes were calculated, readers should not attempt to make direct comparisons across studies.”

  • The authors state this as an assumption.

    Training interventions produce changes in competencies that persist over time and across settings.

    “It is important to note that there is an assumption that training interventions produce change in competencies that will persist over time and across settings, given that these interventions are not context-specific as are traditional behavioral interventions.”

  • The paper relies on this without support.

    Impairments are the primary reasons that parents pursue treatments for their child.

    “impairments are the primary reasons that parents pursue treatments for their child.”

  • The paper relies on this without support.

    In many systems of care, including schools and clinics, there is no direct accountability on individual clinicians to provide evidence-based practices with integrity.

    “In many systems of care, including schools and clinics, there is no direct accountability on individual clinicians to provide evidence-based practices with integrity.”
5 of 5

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • The Abikoff study is classified as both combined behavior management and organization-only training

    Major

    The combined behavior-management section lists Abikoff et al. (2013) among studies combining behavioral treatments. The organization-training section says both studies in that category, including Abikoff et al. (2013), evaluated treatments consisting solely of organization interventions.

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 7

  1. Antshel K. M., 2011, Treating attention-deficit/hyperactivity disorder: Assessment and intervention in developmental context
  2. 2011, What Works Clearinghouse: Procedures and Standards Handbook (version 2.1)
  3. Owens J. S., 2011, Treating attention-deficit/hyperactivity disorder: Assessment and intervention in developmental context
  4. Pelham W. E., 2005, Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed., pp. 377–410)
  5. Sadler J., 2011, Treating attention-deficit/hyperactivity disorder: Assessment and intervention in developmental context
  6. 10.1001/archpsyc.56.12.1073 · DOI · Paper page
  7. van der Oord S., Journal of Attention Disorders

Cited by

Sorted by citations

Related

Authors
Evans, S. W., Owens, J. S., & Bunford, N.
Affiliations
Ohio University (US)
Corresponding author
Evans, Steven W.
ORCID
Venue
Journal of Clinical Child & Adolescent Psychology
Publisher
Informa UK Limited
Published
2013-11-18
Volume
43
Issue
4
Pages
527-551
ISSN
  • 1537-4416 (ISSN-L)
  • 1537-4424
DOI
10.1080/15374416.2013.850700
PMC
PMC4025987
OpenAlex
W2027756742
Semantic Scholar
780ee58c627d6b2b979d8c3b282da8b9a1ab5ded
Cited by
728
References
137
Citations by year
2026: 21 · 2025: 42 · 2024: 47 · 2023: 38 · 2022: 76 · 2021: 79 · 2020: 77 · 2019: 55 · 2018: 57 · 2017: 66 · 2016: 67 · 2015: 51 · 2014: 40 · 2013: 3 · 2012: 6
FWCI
38.03
Type
journal article
Language
en
Open access
Locations
  • Journal of Clinical Child & Adolescent Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Mental Health (R34MH074713)
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, evidence-based practice, children and adolescents, behavioral parent training, classroom management, peer intervention, neurofeedback, cognitive training, training program, level of evidence, treatment efficacy
MeSH terms
Adolescent, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Humans, Parents, Peer Group, Evidence-Based Medicine

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-06.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-06.

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