Journal article
Psychosocial treatments for children with attention deficit/hyperactivity disorder
Neuropsychology review, v 17(1), pp 73-89
Mar 2007
PMID: 17260167
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This article reviews studies examining the efficacy of behavioral interventions for the treatment of attention-deficit/hyperactivity disorder (ADHD). A specific emphasis is placed on evidence-based interventions that include parent training, classroom, academic, and peer interventions. Results indicate that school-aged children respond to behavioral interventions when they are appropriately implemented both at home and in the classroom setting. Combined treatments (behavioral management and stimulant medication) represent the gold standard in ADHD treatment and are often recommended as the first-line treatment option due to the many problems faced by children with ADHD. Diversity issues, although an important consideration in the treatment of ADHD, continue to remain an understudied area. Recommendations for future research are made pertaining to treatment sequencing with regard to behavior management as well as for subgroups of ADHD children who may respond best to specific treatments.
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Details
- Title
- Psychosocial treatments for children with attention deficit/hyperactivity disorder
- Creators
- Brian P Daly - Department of Public Health, Temple University, 3307 North Broad Street, Philadelphia, PA 19140, USA. brian.daly@temple.eduTorrey CreedMelissa XanthopoulosRonald T Brown
- Publication Details
- Neuropsychology review, v 17(1), pp 73-89
- Publisher
- Springer Nature; United States
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology)
- Web of Science ID
- WOS:000245014400005
- Scopus ID
- 2-s2.0-33847678926
- Other Identifier
- 991014878434704721
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Neurosciences
- Psychology, Clinical