Treatment of Attention-Deficit/Hyperactivity Disorder in Adolescents: A Systematic Review
JAMA
Chan, E., Fogler, J. M., et al. (2016).
JAMA, 315(18), 1997-2008.
This systematic review investigates the effects of pharmacological and non-pharmacological psychosocial interventions for children, 12 to 18 years old, diagnosed with attention deficit hyperactivity disorder (ADHD). This summary highlights conclusions regarding non-pharmacological psychosocial interventions of interest to speech-language pathologists.
Not stated
January 1, 1999 to January 31, 2016
Randomized clinical trials; systematic reviews
10
<div>Psychosocial interventions (e.g., organizational skills training, cognitive behavioral therapy, multicomponent skills training, coaching programs) incorporating behavior contingency management and motivational enhancement had inconsistent effects on ADHD and emotional/behavioral symptoms in students with ADHD. Executive functioning interventions specifically targeting academic skills and internal and external organizational skills (e.g., study skills, material organization, homework monitoring) improved organization and executive functioning. Limitations to this review include an overall lack of high-quality research and lack of inclusion of individuals with comorbidities. Future research should include adolescents and examine the impact of client characteristics and service delivery on treatment outcomes.</div>
