Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder.
Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder.
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DOI：
10.1080/15374416.2013.850700
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Bunford N
中科院分区：
文献类型：
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作者：
Evans SW;Owens JS;Bunford N
本研究的目的是更新 Pelham 和 Fabiano (2008) 对患有注意力缺陷/多动症的儿童和青少年的循证实践的回顾。我们对 2008 年至 2013 年间发表的文献进行了系统回顾，以确定对这些青少年进行心理社会治疗的证据水平。审查包括使用临床儿童和青少年心理学会制定的标准（参见）使用关键词搜索和目录审查来识别相关文章。我们通过区分培训干预与行为管理并回顾越来越多的关于培训干预的文献来扩展治疗研究的概念。与之前审查的结果一致，我们得出的结论是，行为家长培训、行为课堂管理和行为同伴干预是行之有效的治疗方法。此外，组织培训符合既定治疗的标准。联合训练计划符合 2 级（可能有效）的标准，神经反馈训练符合 3 级（可能有效）的标准，认知训练符合 4 级（实验治疗）的标准。行为管理和培训干预之间的区别提供了一种考虑这些青少年治疗方法和可能的行动机制的有意义差异的方法。治疗、参与者和测量的特征，以及治疗证据水平分类方法的可变性，都根据它们对治疗结果和结论的潜在影响进行了审查。讨论了这些发现对未来科学和实践的影响。
The purpose of this research was to update the Pelham and Fabiano (2008) review of evidence-based practices for children and adolescents with Attention-Deficit/ Hyperactivity Disorder. We completed a systematic review of the literature published between 2008 and 2013 to establish levels of evidence for psychosocial treatments for these youth. The review included the identification of relevant articles using criteria established by the Society of Clinical Child and Adolescent Psychology (see) using keyword searches and a review of tables of contents. We extend the conceptualization of treatment research by differentiating training interventions from behavior management and by reviewing the growing literature on training interventions. Consistent with the results of the previous review we concluded that behavioral parent training, behavioral classroom management and behavioral peer interventions were well-established treatments. In addition, organization training met the criteria for a well-established treatment. Combined training programs met criteria for Level 2 (Probably Efficacious), neurofeedback training met criteria for Level 3 (Possibly Efficacious), and cognitive training met criteria for Level 4 (Experimental Treatments). The distinction between behavior management and training interventions provides a method for considering meaningful differences in the methods and possible mechanisms of action for treatments for these youth. Characteristics of treatments, participants, and measures, as well as the variability in methods for classifying levels of evidence for treatments, are reviewed in relation to their potential effect on outcomes and conclusions about treatments. Implications of these findings for future science and practice are discussed.