Interventions for Attention-Deficit Hyperactivity Disorder: A Year in Review

Abstract

Children diagnosed with attention-deficit/hyperactivity disorder (ADHD) experience core symptoms of inattention, hyperactivity, and/or impulsivity, which often result in difficulties in social and psychological functioning and poor outcomes. A wide variety of interventions exist to treat these symptoms and improve associated impairments; some better established than others. Compared to treatments used in isolation, the combination of psychosocial treatment and medication may yield incremental benefits and is highly recommended. Pharmacological interventions are often selected as one component of treatment for ADHD due to convincing evidence of their efficacy in reducing core ADHD symptoms. Psychosocial interventions, such as behavioral parent training (BPT), behavioral classroom interventions, and skills training also have shown benefit for children with ADHD, particularly with regard to improvements in overall functioning. Within the past year, many new studies and reviews have appeared proposing and evaluating new treatments or updates to existing treatments for ADHD. New developments include studies on gene response variability for medication treatment, parent friendship coaching, and cognitive training. This paper provides an up-to-date summary and critical analysis of both new and well-established ADHD interventions.