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

Child and Adolescent Psychiatric Clinics of North America

Volumn 23, Issue 4, 2014, Pages 699-715

  Evans, Steven W ^a   Langberg, Joshua M ^b   Egan, Theresa ^a   Molitor, Stephen J ^b  

^a OHIO UNIVERSITY   (United States)

^b VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

Author keywords

Academic impairment; ADHD; Adolescents; Organization; Psychosocial treatment; Schools; Social impairment

Indexed keywords

ACADEMIC ACHIEVEMENT; ACADEMIC FAILURE; ADOLESCENT; ATTENTION DEFICIT DISORDER; CHALLENGING HORIZONS PROGRAM; CHILD PARENT RELATION; COGNITIVE THERAPY; COMORBIDITY; DRIVING ABILITY; HIGH SCHOOL STUDENT; HOMEWORK ORGANIZATION AND PLANNING SKILLS PROGRAM; HUMAN; HUMAN RELATION; JUVENILE DELINQUENCY; MIDDLE SCHOOL STUDENT; PARENTING EDUCATION; PROGRAM DEVELOPMENT; PSYCHOSOCIAL CARE; REVIEW; SELF CARE; SOCIAL DISABILITY; SOCIAL INTERACTION; SPORT; SUBSTANCE USE; TIME MANAGEMENT; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; CHILD; PROCEDURES; PSYCHOLOGY; PSYCHOTHERAPY; SCHOOL; STUDENT; TEACHING;

ADOLESCENT; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; CHILD; HUMANS; PSYCHOTHERAPY; SCHOOLS; SELF CARE; STUDENTS; TEACHING;

EID: 84922554469     PISSN: 10564993     EISSN: 15580490     Source Type: Journal    
DOI: 10.1016/j.chc.2014.05.004     Document Type: Review

References (61)

1. Eccles J.S., Roeser R.W. School and community influences on human development. Developmental science: an advanced textbook 2011, 571-643. Psychology Press, New York. 6th edition. M.H. Bornstein, M.E. Lamb (Eds.).
2. Sibley M.H., Pelham W.E., Molina B.S., et al. Diagnosing ADHD in adolescence. JConsult Clin Psychol 2012, 80:139-150.
3. Langberg J.M., Epstein J.N., Altaye M., et al. The transition to middle school is associated with changes in the developmental trajectory of ADHD symptomatology in young adolescents with ADHD. JClin Child Adolesc Psychol 2008, 37:651-663.
4. Kent K.M., Pelham W.E., Molina B.S., et al. The academic experience of male high school students with ADHD. JAbnorm Child Psychol 2011, 39:451-462.
5. Molina B.S., Hinshaw S.P., Swanson J.M., et al. The MTA at 8 years: prospective follow-up of children treated for combined-type ADHD in a multisite study. JAm Acad Child Adolesc Psychiatry 2009, 48:484-500.
6. Langberg J.M., Molina B.S., Arnold L.E., et al. Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. JClin Child Adolesc Psychol 2011, 40:519-531.
7. Molina B.S., Flory K., Hinshaw S.P., et al. Delinquent behavior and emerging substance use in the MTA at 36 months: prevalence, course, and treatment effects. JAm Acad Child Adolesc Psychiatry 2007, 46:1028-1040.
8. Molina B.S., Hinshaw S.P., Arnold L.E., et al. Adolescent substance use in the multimodal treatment study of attention-deficit/hyperactivity disorder (ADHD) (MTA) as a function of childhood ADHD, random assignment to childhood treatments, and subsequent medication. JAm Acad Child Adolesc Psychiatry 2013, 52:250-263.
9. Kuriyan A.B., Pelham W.E., Molina B.S., et al. Young adult educational and vocational outcomes of children diagnosed with ADHD. JAbnorm Child Psychol 2013, 41:27-41.
10. Evans S.W., Owens J.S., Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. JClin Child Adolesc Psychol 2013, [Epub ahead of print].
11. Sibley M.H., Kuriyan A.B., Evans S.W., et al. Pharmacological and psychosocial treatments for adolescents with ADHD: an updated systematic review of the literature. Clin Psychol Rev 2014, 34:218-232.
12. Harrison J., Bunford N., Evans S.W., et al. Educational accommodations for students with behavioral challenges: a systematic review of the literature. Rev Educ Res 2013, 83:551-597.
13. Anderson A., Christenson S., Sinclair M., et al. Check and connect: the importance of relationships for promoting engagement with school. JSch Psychol 2004, 42:95-113.
14. Stormshak E.A., Fosco G.M., Dishion T.J., et al. Implementing interventions with families in schools to increase youth school engagement: the family check-up model. School Ment Health 2010, 2:82-92.
15. DuPaul G.J. Attention deficit-hyperactivity disorder: classroom intervention strategies. Sch Psychol Int 1991, 12:85-94.
16. DuPaul G.J., Eckert T.L. The effects of school-based interventions for attention deficit hyperactivity disorder: a meta-analysis. Sch Psychol Rev 1997, 26:5-27.
17. DuPaul G.J., Evans S.W. School-based interventions for adolescents with attention-deficit/hyperactivity disorder. Adolesc Med State Art Rev 2008, 19:300-312.
18. Evans S.W., Pelham W., Grudberg M.V. The efficacy of notetaking to improve behavior and comprehension with ADHD adolescents. Exceptionality 1995, 5:1-17.
19. OCEBM Levels of Evidence Working Group. The Oxford 2011 levels of evidence. Oxford centre for evidence-based medicine. Available at: . Accessed June 24, 2014. http://www.cebm.net/index.aspx?o=5653.
20. Briesch A.M., Chafouleas S.M. Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988-2008). Sch Psychol Q 2009, 24:106-118.
21. Gureasko-Moore S., DuPaul G.J., White G.P. The effects of self-management in general education classrooms on the organizational skills of adolescents. Behav Modif 2006, 30:159-183.
22. Gureasko-Moore S., DuPaul G.J., White G.P. Self-management of classroom preparedness and homework: effects on school functioning of adolescents with attention deficit hyperactivity disorder. Sch Psychol Rev 2007, 36:647-664.
23. Evans S.W., Schultz B.K., DeMars C.E., et al. Effectiveness of the challenging horizons after-school program for young adolescents with ADHD. Behav Ther 2011, 42:462-474.
24. Evans S.W., Schultz B.K., DeMars C.E. High school based treatment for adolescents with ADHD: results from a pilot study examining outcomes and dosage. Sch Psychol Rev 2014, 43(2):185-202.
25. Molina B.S., Flory K., Bukstein O.G., et al. Feasibility and preliminary efficacy of an after school program for middle schoolers with ADHD: a randomized trial in a large public middle school. JAtten Disord 2008, 12:207-217.
26. Evans S.W., Serpell Z.N., Schultz B., et al. Cumulative benefits of secondary school-based treatment of students with ADHD. Sch Psychol Rev 2007, 36:256-273.
27. Jacobson N.S., Truax P. Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. JConsult Clin Psychol 1991, 51:12-19.
28. Fabiano G.A., Pelham W.E., Waschbusch D.A., et al. Apractical measure of impairment: psychometric properties of the impairment rating scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. JClin Child Adolesc Psychol 2006, 35:369-385.
29. Karpenko V., Owens J.S., Evangelista N.M., et al. Clinically significant symptom change in children with attention-deficit/hyperactivity disorder: does it correspond with reliable improvement in functioning?. JClin Psychol 2009, 65:76-93.
30. Barkley R.A., Edwards G., Laneri M., et al. The efficacy of problem-solving communication training alone, behavior management training alone, and their combination for parent-adolescent conflict in teenagers with ADHD and ODD. JConsult Clin Psychol 2001, 69:926-941.
31. The MTA Cooperative Group A14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Arch Gen Psychiatry 1999, 56:1073-1086.
32. Gresham F.M., Elliot S.N. Social skills rating system 1990, American Guidance Service, Circle Pines (MN).
33. Langberg J.M., Dvorsky M.R., Evans S.W. What specific facets of executive function are associated with academic functioning in youth with attention-deficit/hyperactivity disorder?. JAbnorm Child Psychol 2013, 41:1145-1159.
34. Langberg J.M., Epstein J.N., Urbanowicz C.M., et al. Efficacy of an organization skills intervention to improve the academic functioning of students with attention-deficit/hyperactivity disorder. Sch Psychol Q 2008, 23:407-417.
35. Langberg J.M., Epstein J.N., Becker S.P., et al. Evaluation of the homework, organization, and planning skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers. Sch Psychol Rev 2012, 41:342-364.
36. Langberg J.M., Vaughn A.J., Williamson P., et al. Refinement of an organizational skills intervention for adolescents with ADHD for implementation by school mental health providers. School Ment Health 2011, 3:143-155.
37. Langberg J.M., Becker S.P., Epstein J.N., et al. Predictors of response and mechanisms of change in an organizational skills intervention for students with ADHD. JChild Fam Stud 2013, 22:1000-1012.
38. Hoagwood K., Burns B.J., Weisz J.R. Aprofitable conjunction: from science to service in children's mental health. Community treatment for youth: evidence-based interventions for severe emotional and behavioral disorders 2002, 327-338. Oxford University Press, New York. B.J. Burns, K. Hoagwood (Eds.).
39. Weisz J.R., Jensen A.L., McLeod B.D. Development and dissemination of child and adolescent psychotherapies: milestones, methods, and a new deployment-focused model. Psychosocial treatments for child and adolescent disorders: empirically based strategies for clinical practice 2005, 9-45. American Psychological Association, Washington, DC. 2nd edition. E.D. Hibbs, P.S. Jensen (Eds.).
40. Schultz BK, Evans SW, Langberg J. Interventions for adolescents with ADHD: results of a clinical trial. The annual meeting of the National Association of School Psychologists (NASP). Washington, DC, February 20, 2014.
41. Cicchetti D., Rogosch F.A. Adevelopmental psychopathology perspective on adolescence. JConsult Clin Psychol 2002, 70:6-20.
42. Martin D.J., Garske J.P., Davis M.K. Relation of the therapeutic alliance with outcome and other variables: a meta-analytic review. JConsult Clin Psychol 2000, 68:438-450.
43. Langberg J.M., Becker S.P. Does long-term medication use improve the academic outcomes of youth with attention-deficit/hyperactivity disorder?. Clin Child Fam Psychol Rev 2012, 15:215-233.
44. Hack S., Chow B. Pediatric psychotropic medication compliance: a literature review and research-based suggestions for improving treatment compliance. JChild Adolesc Psychopharmacol 2001, 11:59-67.
45. Evans S.W., Owens J.S., Mautone J.A., et al. Toward a comprehensive, life course model of care for youth with ADHD. Handbook of school mental health 2014, 413-426. Springer, New York. 2nd edition. M. Weist, N. Lever, C. Bradshaw (Eds.).
46. Evans S.W., Rybak T., Strickland H., et al. The role of school mental health models in preventing and addressing children's emotional and behavioral problems. Handbook of evidence-based practices for students having emotional and behavioral disorders 2014, 394-409. Guilford Press, New York. H.M. Walker, F.M. Gresham (Eds.).
47. Sibley M.H., Pelham W.E., Derefinko K.J., et al. Apilot trial of supporting teens' academic needs daily (STAND): a parent-adolescent collaborative intervention for ADHD. JPsychopathol Behav Assess 2013, 35:436-449.
48. Sibley M.H., Altszuler A.R., Ross J.M., et al. Aparent-teen collaborative treatment model for academically impaired high school students with ADHD. Cogn Behav Pract 2014, 21:32-42.
49. Fabiano G.A., Hulme K., Linke S., et al. The Supporting a Teen's Effective Entry to the Roadway (STEER) program: feasibility and preliminary support for a psychosocial intervention for teenage drivers with ADHD. Cogn Behav Pract 2011, 18:267-280.
50. Evans S.W., Pelham W.E. Psychostimulant effects on academic and behavioral measures for ADHD adolescents in a lecture format classroom. JAbnorm Child Psychol 1991, 19:537-552.
51. Sibley M.H., Pelham W.E., Evans S.W., et al. An evaluation of a summer treatment program for adolescents with ADHD. Cogn Behav Pract 2011, 18:530-544.
52. Braswell L., Bloomquist M.L. Cognitive-behavioral therapy with ADHD children 1991, Guilford Press, New York.
53. Abikoff H.B. Cognitive training in ADHD children: less to it than meets the eye. JLearn Disabil 1991, 24:205-209.
54. Knouse L.E., Safren S.A. Psychosocial treatments of adults with attention deficit hyperactivity disorder. Treating attention deficit hyperactivity disorder: assessment and intervention in developmental context 2011, 12-1-12-21. Civic Research Institute, Kingston (NJ). S.W. Evans, B. Hoza (Eds.).
55. Abikoff H., Nissley-Tsiopinis J., Gallagher R., et al. Effects of MPH-OROS on the organizational, time management, and planning behaviors of children with ADHD. JAm Acad Child Adolesc Psychiatry 2009, 48:166-175.
56. Storer J., Evans S.W., Langberg J. Organization interventions for children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Handbook of school mental health 2014, 385-398. Springer, New York. 2nd edition. M. Weist, N. Lever, C. Bradshaw (Eds.).
57. Volpe R.J., Fabiano G.A. Daily behavior report cards: an evidence-based system of assessment and intervention 2013, Guilford Press, New York.
58. Brady C.E., Evans S.W., Berlin K.S., et al. Evaluating school impairment with adolescents: a psychometric evaluation of the classroom performance survey. Sch Psychol Rev 2012, 14:429-446.
59. Anesko K.M., Schoiock G., Ramirez R., et al. The homework problem checklist: assessing children's homework difficulties. Behav Assess 1987, 9:179-185.
60. Abikoff H., Gallagher R. Children's organizational skills scales: technical manual 2008, Multi-Health Systems, North Tonawanda (NY).
61. Gioia G.A., Isquith P.K., Guy S.C., et al. Behavior rating inventory of executive function. Child Neuropsychol 2000, 6:235-238.