Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder

By W. Pelham, Gregory Fabiano. Journal of Clinical Child & Adolescent Psychology, 2008

983 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/3e9039bf6cabb11b18b88e8e325a50c1d0b88cfd

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Citations in the corpus

Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder (2013, result): “Both of the previous treatment reviews (Pelham & Fabiano, 2008; Pelham et al., 1998) determined that BCM interventions were well-established treatments. Since the last review, there were two published studies that meet the EBT Evaluation Criteria for the current review. The first is a study of BCM b”
Evidence-Based Treatments for Children and Adolescents: An Updated Review of Indicators of Efficacy and Effectiveness (2011, background): “We noted that in the series of reviews by APA Division 53 (Silverman & Hinshaw, 2008), some reviews included single-subject designs (Pelham & Fabiano, 2008; Rogers & Vismara, 2008), whereas other did not (e.g., Silverman, Pina, & Viswesvaran, 2008).”
Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents (2019, neutral): “26 Under this format, studies were only included in the review when they met a variety of criteria designed to ensure the research was based on a strong methodology that yielded con ﬁ dence in its conclusions.”
Robust Hybrid Learning for Estimating Personalized Dynamic Treatment Regimens (2016, methodology): “Sequential treatments, a sequence of interventions in which the treatment decisions adapt to the time-varying clinical status of a patient, are useful in treating many complex chronic disorders such as substance dependence, attention deﬁcit hyperactivity disorder (ADHD), autism spectrum disorder (AS”
Academic and Social Impairments of Elementary School Children With Attention Deficit Hyperactivity Disorder (2011, background): “Some may also benefit from programs to improve social functioning, such as school-based social skills training, and contingency management programs to improve academic performance and classroom behavior (DuPaul & Eckert, 1997; Fabiano et al., 2010; Pelham & Fabiano, 2008).”
Adaptive Interventions Treatment Modelling and Regimen Optimization Using Sequential Multiple Assignment Randomized Trials (Smart) and Q-Learning (2018, background): “Therefore, in summary the above literature discussed different statistical estimation methods such as IPTW, PS in Q-functions, A-learning including the reinforcement learning approach of Q-learning and implemented them in medical research such as ADHD studies, breastfeeding case-study, STAR*D study ”
Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card (2010, methodology): “The two evidence-based interventions for ADHD are stimulant medication (Conners, 2002) and behavior modification (DuPaul & Eckert, 1997; Fabiano, Pelham et al., 2009; Pelham & Fabiano, 2008).”
Evaluating Sensitivity to Behavioral Change Using Direct Behavior Rating Single-Item Scales (2012, methodology): “The basic template for the Daily Report Card and its related procedures were taken from the standardized packet by Pelham and Fabiano (2008).”