Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Pelham, William E., Jr.; Fabiano, Gregory A.
Titel	Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 37 (2008) 1, S.184-214 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Classroom Techniques; Summer Programs; Hyperactivity; Attention Deficit Disorders; Effect Size; Psychological Studies; Research Methodology; Counseling Techniques; Behavior Modification; Parent Education; Literature Reviews; Peer Influence; Intervention; Recreational Activities + Suchen Sie Ihr Suchwort? Klassenführung; Sommerkurs; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Research method; Forschungsmethode; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Behaviour modification; Verhaltensänderung; Parents education; Elternbildung; Elternschule; Freizeitgestaltung
Abstract	Pelham, Wheeler, and Chronis (1998) reviewed the treatment literature on attention-deficit/hyperactivity disorder (ADHD) and concluded behavioral parent training (BPT) and behavioral classroom management (BCM) were well-established treatments for children with ADHD. This review updates and extends the finding of the prior review. Studies conducted since the 1998 review were identified and coded based on standard criteria, and effect sizes were calculated where appropriate. The review reinforces the conclusions of Pelham, Wheeler, and Chronis regarding BPT and BCM. Further, the review shows that intensive peer-focused behavioral interventions implemented in recreational settings (e.g., summer programs) are also well-established. The results of this update are discussed in the context of the existing treatment literature on ADHD. Implications for practice guidelines are suggested, as are directions for future research. (Contains 1 table.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10