The DOI matches its Crossref record; 68 of the 71 references it cites were found in a registry or an index.
Treatment Sequencing for Childhood ADHD: A Multiple-Randomization Study of Adaptive Medication and Behavioral Interventions
Open accessAbstract
Behavioral and pharmacological treatments for children with attention deficit/hyperactivity disorder (ADHD) were evaluated to address whether endpoint outcomes are better depending on which treatment is initiated first and, in case of insufficient response to initial treatment, whether increasing dose of initial treatment or adding the other treatment modality is superior. Children with ADHD (ages 5-12, N = 146, 76% male) were treated for 1 school year. Children were randomized to initiate treatment with low doses of either (a) behavioral parent training (8 group sessions) and brief teacher consultation to establish a Daily Report Card or (b) extended-release methylphenidate (equivalent to .15 mg/kg/dose bid). After 8 weeks or at later monthly intervals as necessary, insufficient responders were rerandomized to secondary interventions that either increased the dose/intensity of the initial treatment or added the other treatment modality, with adaptive adjustments monthly as needed to these secondary treatments. The group beginning with behavioral treatment displayed significantly lower rates of observed classroom rule violations (the primary outcome) at study endpoint and tended to have fewer out-of-class disciplinary events. Further, adding medication secondary to initial behavior modification resulted in better outcomes on the primary outcomes and parent/teacher ratings of oppositional behavior than adding behavior modification to initial medication. Normalization rates on teacher and parent ratings were generally high. Parents who began treatment with behavioral parent training had substantially better attendance than those assigned to receive training following medication. Beginning treatment with behavioral intervention produced better outcomes overall than beginning treatment with medication.
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“However, this dosage was sufficient to produce large effects on academic seatwork productivity and classroom behavior and detectable effects on test scores and has been similarly efficacious in numerous prior studies (Fabiano et al., 2007; Pelham Jr. et al., 2016; Pelham, Burrows-MacLean, et al., 2005; Pelham et al., 2001).”
From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Pelham Jr. et al., 2016
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Cited by
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Evans, S. W., Owens, J. S., Wymbs, B. T., & Ray, A. R. (2018) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2017.1390757 · Cited by 477
A Review of Heterogeneity in Attention Deficit/Hyperactivity Disorder (ADHD)
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“Besides medications, behavior-based treatments, including education and/or behavior therapy, and social skills training have also been implemented in practice for ADHD interventions (Pelham et al., 2016; DuPaul et al., 2017; Anastopoulos et al., 2018; Chacko et al., 2018).”
MethodEvidence-based pharmacological treatment options for ADHD in children and adolescents
Mechler, K., Banaschewski, T., Hohmann, S., & Häge, A. (2022) · Pharmacology & Therapeutics · doi:10.1016/j.pharmthera.2021.107940 · Cited by 293
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Self-citationTreatment strategies for ADHD: an evidence-based guide to select optimal treatment
Caye, A., Swanson, J. M., Coghill, D., & Rohde, L. A. (2019) · Molecular Psychiatry · doi:10.1038/s41380-018-0116-3 · Cited by 303
Metadata
- Authors
- Pelham, W. E., Fabiano, G. A., Waxmonsky, J. G., Greiner, A. R., Gnagy, E. M., Pelham, W. E., Coxe, S., Verley, J., Bhatia, I., Hart, K., Karch, K., Konijnendijk, E., Tresco, K., Nahum-Shani, I., & Murphy, S. A.
- Affiliations
- University at Buffalo, State University of New York (US)
- Pennsylvania State University (US)
- Florida International University (US)
- Philadelphia College of Osteopathic Medicine (US)
- University of Michigan (US)
- ORCID
- Venue
- Journal of Clinical Child & Adolescent Psychology
- Publisher
- Informa UK Limited
- Published
- 2016-02-16
- Volume
- 45
- Issue
- 4
- Pages
- 396-415
- ISSN
- 1537-4416 (ISSN-L)
- 1537-4424
- PMC
- PMC4930381
- OpenAlex
- W2276801646
- Cited by
- 251
- References
- 71
- Citations by year
- 2026: 12 · 2025: 13 · 2024: 21 · 2023: 23 · 2022: 28 · 2021: 39 · 2020: 25 · 2019: 27 · 2018: 30 · 2017: 21 · 2016: 10
- FWCI
- 26.07
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Clinical Child & Adolescent Psychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Digital Commons - PCOM (Philadelphia College of Osteopathic Medicine) (submittedVersion)
- Funders
- National Institute of Mental Health (MH069614, MH069434, MH092466, MH53554, MH065899, MH62988)
- National Institute on Alcohol Abuse and Alcoholism (AA11873)
- National Institute on Drug Abuse (DA12414, DA12986)
- Institute of Education Sciences (R324B060045, R324J060024, LO30000665A)
- 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, treatment sequencing, behavioral parent training, extended-release methylphenidate, treatment response, student discipline, oppositional behavior, medication adherence, children
- MeSH terms
- School Teachers, Central Nervous System Stimulants, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Combined Modality Therapy, Female, Humans, Male, Methylphenidate, Parents, Referral and Consultation, Cohort Studies, Treatment Outcome
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