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Abstract: 

In 1998, a comprehensive review by Pelham, Wheeler, and Chronis indicated that behavioral parent training and behavioral management in the classroom were the only two psychosocial interventions to meet the criteria of “well-established” treatments for children with ADHD. This conclusion has been further confirmed by a recent meta-analysis and by other reviews organized by specific study inclusion and exclusion criteria. In addition, intensive summer treatment programs have been added to the list of well-established treatments. Given the presence of these well-conducted reviews, the goals of this article are to (1) provide brief descriptions and details about the evidence supporting the efficacy of the three well-established psychosocial interventions for ADHD, (2) provide readers with links to resources to facilitate the adoption and use of such interventions, and (3) describe the most recent developments for each intervention, highlighting new findings and emerging areas of research.

Keywords: elementary school children; ADHD; psychosocial treatment; behavioral parent training; behavioral classroom interventions; summer treatment programs

Affiliations:  1: Ohio University Department of Psychology; 2: Ohio University Department of Psychology; 3: Cincinnati Children’s Hospital Medical Center .