Psychosocial treatments for preschool-aged children with Attention-Deficit Hyperactivity Disorder.

Published

Journal Article (Review)

This article reviews the research literature on psychosocial treatments for preschool-aged children with Attention-Deficit Hyperactivity Disorder (ADHD) in the context of the developmental and contextual needs of this population (e.g., increased parenting demands, differences in classroom structure, and the child's emerging developmental capacities). Discussion of the findings and limitations of existing studies is provided for parent-training approaches, classroom management strategies, and multimodal treatments. Although the empirical base is quite small for ADHD-specific samples, parent-training interventions have the greatest overall support for improving behavioral outcomes, with a variety of different approaches having shown effectiveness. Very few studies of classroom management and multimodal interventions have been conducted in this age group; however, initial data show promising results for teacher training and consultation interventions. The body of research suggests that the most effective treatments for clinical samples of preschoolers with ADHD and their families may be individually delivered, developmentally appropriate, and multimodal.

Full Text

Duke Authors

Cited Authors

  • Laforett, DR; Murray, DW; Kollins, SH

Published Date

  • 2008

Published In

Volume / Issue

  • 14 / 4

Start / End Page

  • 300 - 310

PubMed ID

  • 19072758

Pubmed Central ID

  • 19072758

Electronic International Standard Serial Number (EISSN)

  • 1940-5529

Digital Object Identifier (DOI)

  • 10.1002/ddrr.36

Language

  • eng

Conference Location

  • United States