Children Who Have Attentional Disorders: Interventions

Abstract

The treatment of attentional disorders (ADs) has been the subject of much controversy. Sound treatment programs must address a myriad of issues other than the three core symptoms of AD: inattention, impulsivity, and hyperactivity. Intervention programs purportedly leading to positive long-term outcomes have been studied inadequately. The few treatment plans shown to result in long-term improvement in outcome for children and families have used multiple modalities. Such plans integrate medical, psychological, psychosocial, and educational interventions; provide for case management; and educate and empower families as advocates. Very little actually is known about how treatments for ADs interact with each other, and it has been quite difficult to document the advantages of adding psychosocial treatments to psychopharmacologic treatments, although studies are under way to address these issues. Some of the few studies assessing the long-term efficacy of multimodality treatment programs have shown that although drug treatment alone leads to little measurable change, a combination of medication, psychological treatments, and appropriate classroom interventions leads to improved long-term outcomes. These outcomes include a reduction in antisocial behavior, improved social relationships, enhanced academic performance, improved self-esteem, and decreased delinquent behavior. The treatment team for children who have AD should consist of a partnership that includes the child, family, significant school personnel, and the physician.