Strategies for Implementing Evidence-Based Psychosocial Interventions for Children with Attention-Deficit/Hyperactivity Disorder

Eiraldi, Ricardo; Mautone, Jennifer A.; Power, Thomas J.

doi:10.1016/j.chc.2011.08.012

Cited by 18 publications

(23 citation statements)

References 62 publications

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“…Over the past decade, there has been increasing focus on developing evidence‐based interventions and supporting families to make evidence‐based treatment decisions (Eiraldi, Mautone & Power, ; Pelham & Fabiano, ). Thus, there is an amplified need for evidence‐based psycho‐social interventions to successfully address the social difficulties of children with ADHD.…”

Section: Introductionmentioning

confidence: 99%

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Wilkes‐Gillan

Bundy

Cordier

et al. 2014

Aus Occup Therapy J

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Section: Introductionmentioning

confidence: 99%

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Wilkes‐Gillan

Bundy

Cordier

et al. 2014

Aus Occup Therapy J

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“…Classroom academic interventions seem to have moderate beneficial effects, although these are not as well studied and sample sizes are small. The most common interventions include task and instructional modification, homework assistance, peer tutoring, computer-assisted instruction, and strategy training (for an excellent review, see (64)). More recent innovations include family-school interventions that promote close collaboration between parents and teachers in order to achieve improved academic performance and classroom behavior (65).…”

Section: Adultsmentioning

confidence: 99%

Attention Deficit Hyperactivity Disorder Through The Life Cycle

Rostain¹

2012

FOC

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It is estimated that 5%-8% of school-aged children and 4% of adults in the United States suffer from some form of attention deficit disorder and that the incidence of the disorder is increasing in the population. Although it is the most widely studied behavior disorder of childhood, its etiology remains unclear, its outcome is variable, and its treatment is both complex and moderately successful. Advances in neuroscience have provided new insights into the pathophysiology of ADHD, pointing to key neural circuits involved in attention, behavioral control, learning, and reward maintenance that appear to be underperforming in patients with the disorder. Moreover, the etiology of this heterogeneous disorder points to the key role of genetic x environment interactions during prenatal and perinatal periods. Clinical assessment of ADHD requires a comprehensive approach, including gathering a detailed developmental history, obtaining data from scales and structured interviews, screening for comorbid conditions, and obtaining psychological testing where indicated. The mainstay of treatment is a multimodal approach combining medications and psychosocial interventions that are tailored to the patient and family's priorities. Optimal clinical care necessitates ongoing monitoring of treatment response and adverse reactions in a longitudinal framework that is commonly used in managing chronic disorders.

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“…ADHD symptoms are associated with a wide range of functional impairments, including difficulties in academic, social, and later occupational functioning (Polderman et al, 2011; Eiraldi et al, 2012; Willcutt et al, 2012). Consistent with familial influences on ADHD symptoms, siblings who do not have ADHD themselves (i.e., are discordant) exhibit phenotypes in between their siblings with the ADHD diagnosis and unrelated controls on a range of cognitive and behavioral indices (Schachar et al, 2005; Bidwell et al, 2007; Steinhausen et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Familial risk and ADHD-specific neural activity revealed by case-control, discordant twin pair design

Godinez

Willcutt

Burgess

et al. 2015

Psychiatry Research: Neuroimaging

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Individuals with ADHD, as well as their family members who do not meet clinical criteria, have shown deficits in executive function. However, it remains unclear whether underlying neural alterations are familial or ADHD-specific. To investigate this issue, neural activation underlying executive function was assessed using functional magnetic resonance imaging during performance of a Stroop task in three groups of individuals: 20 young adults who were diagnosed with ADHD in childhood, their 20 dizygotic co-twins without ADHD in childhood, and 20 unrelated controls selected from dizygotic twin pairs in which neither twin had ADHD in childhood (total n=60). Implicating the frontoparietal network as a location of effects specific to ADHD, activation in the superior frontal (Brodmann’s Area — BA 6) and parietal regions (BA 40) was significantly reduced in twins with childhood ADHD compared to both their control co-twins and unrelated control twins. Consistent with familial influences, activity in the anterior cingulate and insula was significantly reduced in both the twins with ADHD and their co-twins compared to the unrelated controls. These results show that both ADHD-specific and familial influences related to an ADHD diagnosis impact neural systems underlying executive function.

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Strategies for Implementing Evidence-Based Psychosocial Interventions for Children with Attention-Deficit/Hyperactivity Disorder

Cited by 18 publications

References 62 publications

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Eighteen‐month follow‐up of a play‐based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

Attention Deficit Hyperactivity Disorder Through The Life Cycle

Familial risk and ADHD-specific neural activity revealed by case-control, discordant twin pair design

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