Psychosocial Interventions for Attention Deficit/Hyperactivity Disorder: A Systematic Review and Meta-Analysis by the CADDRA Guidelines Work GROUP

Abstract

Multiple psychosocial interventions to treat ADHD symptoms have been developed and empirically tested. However, no clear recommendations exist regarding the utilization of these interventions for treating core ADHD symptoms across different populations. The objective of this systematic review and meta-analysis by the CADDRA Guidelines work Group was to generate such recommendations, using recent evidence. Randomized controlled trials (RCT) and meta-analyses (MA) from 2010 to 13 February 020 were searched in PubMed, PsycINFO, EMBASE, EBM Reviews and CINAHL. Studies of populations with significant levels of comorbidities were excluded. Thirty-one studies were included in the qualitative synthesis (22 RCT, 9 MA) and 24 studies (19 RCT, 5 MA) were included in the quantitative synthesis. Using three-level meta-analyses to pool results of multiple observations from each RCT, as well as four-level meta-analyses to pool results from multiples outcomes and multiple studies of each MA, we generated recommendations using the GRADE approach for: Cognitive Behavioral Therapy; Physical Exercise and Mind–Body intervention; Caregiver intervention; School-based and Executive intervention; and other interventions for core ADHD symptoms across Preschooler, Child, Adolescent and Adult populations. The evidence supports a recommendation for Cognitive Behavioral Therapy for adults and Caregiver intervention for Children, but not for preschoolers. There were not enough data to provide recommendations for the other types of psychosocial interventions. Our results are in line with previous meta-analytic assessments; however, they provide a more in-depth assessment of the effect of psychosocial intervention on core ADHD symptoms.

Preschool mother-child emotional preparation program leads to significant improvement in autonomic regulation: a randomized controlled trial

“…Over the last 10 years, numerous reviews and meta-analyses have examined the efficacy and effectiveness of various intervention programs designed to address the rising problem of emotional, behavioral, and developmental disorders in preschool aged children, including psychosocial interventions for ADHD (6); psychological interventions targeting behavioral inhibition and anxiety (7); cognitive behavioral therapy (CBT) (8); schoolbased interventions to prevent anxiety and depression in young children (9); Incredible Years Teacher Classroom Management (IYTCM) for adverse socioemotional behavior (10), and Parent management training (PMT) for behavior problems (11).…”

Preschool-based mother-child emotional preparation program improves emotional connection, behavior regulation in the home and classroom: a randomized controlled trial

“…Over the last 10 years, numerous Cochrane reviews and metaanalyses have examined the efficacy and effectiveness of various intervention programs designed to tackle the rising problem of emotional, behavioral, and developmental disorders in preschoolaged children. Interventions include psychosocial interventions for ADHD (9), psychological interventions targeting behavioral inhibition and anxiety (10), cognitive behavioral therapy (CBT) (11), school-based interventions to prevent anxiety and depression in young children (12), Incredible Years Teacher Classroom Management (IYTCM) for adverse socioemotional behavior (13) and Parent Management Training (PMT) for behavior problems (14).…”

Behavioral Parent Training for School-Aged Children With ADHD: A Systematic Review of Randomized Control Trials

“…Some have focused on the effects of BPT on parents, families, and teachers in general (Dahl et al, 2020; Montoya et al, 2011). Others have evaluated BPTs integrated with multisystemic behavioral or psychosocial programs (Daley et al, 2014; Fabiano et al, 2009; Rajeh et al, 2017; Tourjman et al, 2022), or with other non-pharmacological therapies (Goode et al, 2018; E. J. S. Sonuga-Barke et al, 2013).…”