Journal article
Psychosocial Interventions for Attention-Deficit/Hyperactivity Disorder: Systematic Review with Evidence and Gap Maps
Journal of developmental and behavioral pediatrics, Vol.41(2S), pp.S77-S87
02/01/2020
DOI: 10.1097/DBP.0000000000000778
PMID: 31996574
Abstract
Objective: To inform the scope of future systematic reviews, meta-analyses, and treatment outcome studies, this review aims to describe the extent of the evidence for psychosocial interventions for children and adolescents with attention-deficit/hyperactivity disorder, with particular attention to specific types of interventions, targets of outcome assessment, and risk of bias. Method: A comprehensive search of relevant databases (i.e., Medline, PsychInfo, Education Resources Information Center, and ProQuest Dissertation Database) was conducted. Detailed information related to treatment type, outcome assessment, study design, and risk of bias was extracted by trained coders. Evidence and gap maps were created to summarize evidence within types of treatments and targets of outcome assessment. Indicators of risk of bias were assessed for selected combinations of treatments and outcome assessment. Results: We identified 185 eligible individual studies and 3817 effect sizes. Behavioral parent training and cognitive training (COG) were the most commonly studied stand-alone interventions. Treatment versus control comparisons for stand-alone interventions (s= 70) were less common than for complex interventions involving combinations of psychosocial interventions (s= 100). Combinations of behavioral and child training (e.g., COG, organizational training) interventions were the most frequently studied. Conclusion: There is a considerable variability within this literature regarding combinations of treatments across outcome assessment targets. To address gaps in existing evidence, more primary studies assessing direct comparisons of isolated and combined treatment effects of specific types of psychosocial treatments relative to control and other treatments are needed. Future meta-analyses should take into account the complexity and breadth of available evidence.
Details
- Title: Subtitle
- Psychosocial Interventions for Attention-Deficit/Hyperactivity Disorder: Systematic Review with Evidence and Gap Maps
- Creators
- Nicole K. Schatz - Florida International UniversityAriel M. Aloe - University of IowaGregory A. Fabiano - University at Buffalo, State University of New YorkWilliam E. Pelham - Florida International UniversityAlyssa Smyth - University at Buffalo, State University of New YorkXin Zhao - Florida International UniversityBrittany Merrill - Florida International UniversityFiona Macphee - Florida International UniversityMarcela Ramos - Florida International UniversityNatalie Hong - Florida International UniversityAmy R. Altszuler - Florida International University
- Resource Type
- Journal article
- Publication Details
- Journal of developmental and behavioral pediatrics, Vol.41(2S), pp.S77-S87
- Publisher
- Lippincott Williams & Wilkins
- DOI
- 10.1097/DBP.0000000000000778
- PMID
- 31996574
- ISSN
- 0196-206X
- eISSN
- 1536-7312
- Number of pages
- 11
- Grant note
- R324A160133 / Institute of Education Sciences, U.S. Department of Education; US Department of Education
- Language
- English
- Date published
- 02/01/2020
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371288502771
Metrics
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