Middle School-based and High School-based Interventions for Adolescents with ADHD

被引：31

作者：

Evans, Steven W. ^{[1
]}

Langberg, Joshua M. ^{[2
]}

Egan, Theresa ^{[1
]}

Molitor, Stephen J. ^{[2
]}

机构：

[1] Ohio Univ, Ctr Intervent Res Sch, Dept Psychol, Athens, OH 45701 USA

[2] Virginia Commonwealth Univ, Dept Psychol, Richmond, VA 23284 USA

来源：

CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA | 2014年 / 23卷 / 04期

关键词：

Adolescents; ADHD; Schools; Psychosocial treatment; Organization; Academic impairment; Social impairment; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; DEFICIT HYPERACTIVITY DISORDER; OF-THE-LITERATURE; SELF-MANAGEMENT; EXECUTIVE FUNCTION; YOUNG ADOLESCENTS; SUBSTANCE USE; CHILDREN; STUDENTS; MEDICATION;

D O I：

10.1016/j.chc.2014.05.004

中图分类号：

R749 [精神病学];

学科分类号：

100205 ;

摘要：

The development and evaluation of psychosocial treatments for adolescents with attention-deficit/hyperactivity disorder has lagged behind the treatment development work conducted with children with the disorder. Two middle school-based and high school-based treatment programs have the most empirical work indicating beneficial effects. Treatment development research addressing many of the basic questions related to mediators, moderators, and sequencing of treatments is needed. Implications for future treatment development research are reviewed, including the potential benefits of combining treatments of a variety of modalities to address the large gaps in the literature.

引用

页码：699 / +

页数：18

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