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Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder
Abstract
The purpose of this research was to update the series of articles on evidence-based treatment for children and adolescents with attention deficit/hyperactivity disorder that have appeared in this journal (Evans, Owens & Bunford, 2014; Pelham & Fabiano, 2008; Pelham, Wheeler, & Chronis, 1998). We completed a systematic review of the literature published between 2012 and 2016 to establish levels of evidence for psychosocial treatments for these youth. We identified articles using criteria established by the Society of Clinical Child and Adolescent Psychology using keyword searches of abstracts and titles. Articles were classified according to a modified version of the Division 12 task force guidelines that was used in other reviews in this series. The results revealed that findings are becoming increasingly nuanced with variations in levels of evidence related to ages of the children and characteristics of the specific treatment. In addition, we focused our critique on generalization of treatment effects across settings and time and on sample diversity (with regard to ethnicity and levels of parent education) in relation to the population. Children of parents with higher levels of education than average appear to be overrepresented in the literature. Implications for future treatment development and evaluation and for dissemination research are discussed.
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“There is evidence that the diagnostic criteria for ADHD can be applied to preschool-aged children.33–39”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [25]
In the citing paper
“Some psychosocial treatments for children and adolescents with ADHD have been demonstrated to be effective for the treatment of ADHD, including behavioral therapy and training interventions.24–26,85”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [25]
In the citing paper
“training interventions are well-established treatments to target disorganization of materials and time that are exhibited by most youth with ADHD; it is likely that they will benefit younger children, as well.25,89”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [25]
In the citing paper
“Some training interventions, including social skills training, have not been shown to be effective for children with ADHD.25”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [25]
In the citing paper
“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 [25]
In the citing paper
“Behavioral parent and classroom training are well-established treatments with preadolescent children.25,87,88”
From Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019) · cites this paper as [25]
In the citing paper
“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 [25]
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Self-citation
Metadata
- Authors
- Evans, S. W., Owens, J. S., Wymbs, B. T., & Ray, A. R.
- Affiliations
- Ohio University (US)
- Corresponding author
- Evans, Steven W.
- Venue
- Journal of Clinical Child & Adolescent Psychology
- Publisher
- Informa UK Limited
- Published
- 2017-12-19
- Volume
- 47
- Issue
- 2
- Pages
- 157-198
- ISSN
- 1537-4416 (ISSN-L)
- 1537-4424
- OpenAlex
- W4238848497
- Cited by
- 477
- References
- 96
- Citations by year
- 2026: 35 · 2025: 41 · 2024: 82 · 2023: 42 · 2022: 55 · 2021: 55 · 2020: 125 · 2019: 27 · 2018: 14
- FWCI
- 37.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Clinical Child & Adolescent Psychology (publishedVersion)
- Funders
- National Center on Birth Defects and Developmental Disabilities (5U01DD001007-03)
- Department of Education, Institute for Education Sciences (R324A130162, R305A140356)
- Patient-Centered Outcomes Research Institute (SC14-1403-13704)
- 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, children and adolescents, evidence-based treatment, level of evidence, treatment generalization, sample diversity, parent education, ethnicity, treatment dissemination
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