BOOK
ADHD: Non-Pharmacologic Interventions, An Issue of Child and Adolescent Psychiatric Clinics of North America, E-Book
(2014)
Additional Information
Book Details
Abstract
This issue of Child and Adolescent Psychiatric Clinics focuses on non-pharmacologic interventions for ADHD in children and adolescents. Editors Stephen Faraone's and Kevin Antshel's goal with this publication is to help the clinician decipher the literature base in an attempt to make informed decisions and recommendations for the families that they treat in light of new non-pharmacologic interventions. To guide readers of this issue, Authors present information in a specific structure designed to describe the non-pharmacologic intervention theoretically and practically, as well as provide clinically useful information regarding who is most likely to respond and which outcomes are most likely to be affected by treatment. Likewise, Authors include information on adverse effects / contraindications of the non-pharmacologic treatments and how treatments should be sequenced and/or integrated with other treatments. Science is translated into clinical practice that can be easily applied; this volume strikes a balance between reviewing the evidence base and providing clinically useful information. Among the topics are: Cognitive Behavioral Therapy for Adolescents with ADHD; Nutritional Supplements for the Treatment of ADHD; School-Based Interventions for Elementary School Students with ADHD; Middle and High School Based Interventions for Adolescents with ADHD; Healthy Body, Healthy Mind? The Effectiveness of Physical Activity to Treat ADHD in Children; Neurofeedback for Attention-Deficit/Hyperactivity Disorder: A Review of Current Evidence; Social Skills Training; Behavior Management for Preschool-Aged Children; Computer-based Cognitive Training for Attention-Deficit/Hyperactivity Disorder: A review of current evidence; Restriction and Elimination Diets in ADHD Treatment; Traditional Chinese Medicine in the Treatment of ADHD: A Review; Summer Treatment Programs for Youth with ADHD; Non-Pharmacologic Treatments for ADHD; Behavior Management for School Aged Children with ADHD; Family Therapy for Adolescents with Attention Deficit Hyperactivity Disorder; An Integrated Dietary/Nutritional Approach to ADHD; Toward an Evidence-Based Taxonomy of Non-Pharmacologic Treatments for Attention Deficit Hyperactivity Disorder.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| ADHD: Non-PharmacologicInterventions | i | ||
| Copyrights | ii | ||
| Contributors | iii | ||
| Contents | vii | ||
| Child and Adolescent Psychiatric Clinics | xii | ||
| ADHD: Non-Pharmacologic Interventions | xiii | ||
| School-Based Interventions for Elementary School Students with ADHD | 687 | ||
| Key points | 687 | ||
| Introduction/Background | 687 | ||
| Interventions | 688 | ||
| Behavioral Interventions | 688 | ||
| Theoretical overview | 688 | ||
| Description | 689 | ||
| Proactive strategies | 689 | ||
| Teacher attention | 689 | ||
| Token reinforcement/response–cost | 689 | ||
| Daily report cards | 690 | ||
| Empiric support | 690 | ||
| Academic Interventions | 690 | ||
| Theoretical overview | 690 | ||
| Description | 691 | ||
| Empiric support | 691 | ||
| Self-Regulation Interventions | 692 | ||
| Theoretical overview | 692 | ||
| Description | 692 | ||
| Empiric support | 693 | ||
| Clinical decision making | 693 | ||
| Future directions | 694 | ||
| Summary | 694 | ||
| References | 695 | ||
| Middle School–based and High School–based Interventions for Adolescents with ADHD | 699 | ||
| Key points | 699 | ||
| background | 699 | ||
| Interventions and other services | 701 | ||
| Accommodations | 701 | ||
| Interventions | 701 | ||
| Note taking | 701 | ||
| Self-management | 702 | ||
| Challenging Horizons Program | 702 | ||
| After-school model | 702 | ||
| Mentoring model | 703 | ||
| Evidence supporting the efficacy of the CHP | 703 | ||
| Homework, organization, and planning skills intervention | 704 | ||
| Evidence supporting the efficacy of the HOPS intervention | 705 | ||
| What has been learned about treating adolescents with ADHD? | 706 | ||
| Treatment Development | 706 | ||
| Modalities of Treatment | 707 | ||
| Clinical decision making | 707 | ||
| Who Can Benefit? | 707 | ||
| Predictors of Response to Intervention | 708 | ||
| Sequencing Treatments | 708 | ||
| Future directions | 709 | ||
| Summary | 711 | ||
| References | 711 | ||
| Behavior Management for Preschool-Aged Children | 717 | ||
| Key points | 717 | ||
| Introduction/Background | 717 | ||
| Target of Treatment: ADHD Symptoms, Associated Features | 717 | ||
| Need for Treatment | 718 | ||
| Focus of Article | 718 | ||
| Interventions | 719 | ||
| Parent Training | 719 | ||
| Theoretic overview | 719 | ||
| Description of parent training | 720 | ||
| Core component of parent training | 720 | ||
| Evidence | 721 | ||
| Teacher Training | 721 | ||
| Theoretic overview | 721 | ||
| Description | 722 | ||
| Assessment | 722 | ||
| Intervention | 722 | ||
| Teacher training programs | 722 | ||
| Example | 722 | ||
| Empirical support | 723 | ||
| Clinical decision making | 723 | ||
| Who Is Most Likely to Respond (eg, Patient Characteristics, Family Variables)? | 723 | ||
| What Outcomes Are Most Likely to Be Affected by Treatment (eg, ADHD Symptoms, Academic Impairment, Parental Stress)? | 723 | ||
| What Are the Contraindications for Behavior Management Treatment? | 724 | ||
| What Are Potential Adverse Effects of the Treatment? | 724 | ||
| How Should Behavior Management Treatment Be Sequenced and/or Integrated with Drug Therapy and with Other Nondrug Treatments ... | 724 | ||
| Stimulant medication | 724 | ||
| Comprehensive treatment | 724 | ||
| Example: Chicago School Readiness Project | 725 | ||
| Results | 725 | ||
| Future directions | 725 | ||
| Summary | 726 | ||
| Recommendations for clinicians | 726 | ||
| References | 726 | ||
| Behavior Management for School-Aged Children with ADHD | 731 | ||
| Key points | 731 | ||
| Introduction/Background | 731 | ||
| Target of Treatment | 731 | ||
| Need for the Treatment | 732 | ||
| Behavior management interventions | 733 | ||
| Theoretic Overview | 733 | ||
| Functional behavioral analysis | 733 | ||
| Parent-child interaction alterations | 733 | ||
| Intervention Description: How Is the Treatment Delivered? | 734 | ||
| Parenting skills | 734 | ||
| Teacher involvement | 735 | ||
| Peer involvement | 735 | ||
| Nontraditional caregiver adaptations | 736 | ||
| Specific child problems | 736 | ||
| Improved accessibility | 736 | ||
| Empirical Support | 736 | ||
| Evidence-based treatment validation | 737 | ||
| Benefits of therapy adaptations | 737 | ||
| Limitations of therapy | 737 | ||
| Clinical decision making | 738 | ||
| Who Is Most Likely to Respond | 738 | ||
| Which Outcomes Are Most Likely Affected by Treatment | 738 | ||
| Contraindications for Treatment | 739 | ||
| Potential Adverse Effects of the Treatment | 739 | ||
| How Should the Treatment Be Sequenced or Integrated with Drug Therapy and with Other Nondrug Treatments (eg, Stand Alone, C ... | 739 | ||
| Clinical Vignette | 740 | ||
| Future directions | 741 | ||
| Summary | 742 | ||
| References | 742 | ||
| Family Therapy for Adolescents with ADHD | 747 | ||
| Key points | 747 | ||
| Introduction/Background | 747 | ||
| Interventions | 748 | ||
| Theoretic Overview | 748 | ||
| How is the treatment delivered? | 749 | ||
| Step 1: educating families I: ADHD, coercion, 4-factor model | 749 | ||
| Step 2: educating families II: parenting principles | 750 | ||
| Step 3: fostering realistic beliefs | 750 | ||
| Step 4: preparing families for medication | 751 | ||
| Step 5: breaking the negativity cycle | 751 | ||
| Step 6: praise, ignoring, commands | 751 | ||
| Step 7: implementing positive incentive systems | 752 | ||
| Step 8: implementing punishment systems | 752 | ||
| Step 9: problem solving negotiable issues | 753 | ||
| Step 10: improving communication | 753 | ||
| Step 11: putting it all together | 753 | ||
| Empirical support | 754 | ||
| Clinical decision making | 754 | ||
| Future directions | 755 | ||
| Summary | 755 | ||
| References | 756 | ||
| Summer Treatment Programs for Youth with ADHD | 757 | ||
| Key points | 757 | ||
| Target of treatment | 758 | ||
| Need for the treatment | 759 | ||
| Theoretic overview for the STP | 759 | ||
| Treatment delivery | 759 | ||
| Contingency Management | 760 | ||
| Attention to Antecedents and Consequences | 760 | ||
| Peer Interventions | 761 | ||
| Classrooms | 761 | ||
| Parent Involvement | 762 | ||
| Medication Assessment | 762 | ||
| Developmental Modifications | 763 | ||
| Individualized Programming | 763 | ||
| Monitoring Treatment Integrity and Fidelity | 763 | ||
| Empirical support | 764 | ||
| Clinical decision making | 765 | ||
| Who is Most Likely to Respond? | 765 | ||
| What Outcomes Are Most Likely to be Affected by Treatment? | 765 | ||
| What Are the Contraindications or Adverse Effects of Treatment? | 767 | ||
| How Should the Treatment be Sequenced with Drug Therapy and Other Nondrug Treatments? | 767 | ||
| Future directions | 767 | ||
| References | 768 | ||
| Social Skills Training | 775 | ||
| Key points | 775 | ||
| Introduction/Background | 775 | ||
| Social skills training interventions | 776 | ||
| Description | 777 | ||
| Empirical Support | 777 | ||
| Reasons for Lack of Efficacy of Traditional SST Approaches | 779 | ||
| Alternative SST Approaches | 779 | ||
| Clinical decision making | 782 | ||
| Most Likely Responders | 782 | ||
| Outcomes Most Likely Affected | 782 | ||
| Contraindications for Treatment | 783 | ||
| Potential Adverse Effects | 783 | ||
| Integration of Treatment with Drug Therapy | 783 | ||
| Summary and future directions | 783 | ||
| Recommendations for clinicians | 784 | ||
| References | 784 | ||
| Neurofeedback for ADHD | 789 | ||
| Key points | 789 | ||
| Introduction/Background | 790 | ||
| Target of Treatment | 790 | ||
| Need for the Treatment | 790 | ||
| Interventions | 791 | ||
| Theoretic Overview: Why Does Theory Suggest the Treatment Should Work? | 791 | ||
| EEG frequency band studies | 791 | ||
| Studies of event-related SCP | 792 | ||
| Description: How Is the Treatment Delivered? | 792 | ||
| Training protocols | 793 | ||
| Empirical Support | 793 | ||
| Methodological issues | 794 | ||
| Relation between training performance and clinical improvement | 797 | ||
| Imaging studies | 798 | ||
| Stability over time | 799 | ||
| Clinical decision-making | 799 | ||
| Who Is Most Likely to Respond? | 799 | ||
| Relation between pretreatment EEG characteristics and clinical improvement | 799 | ||
| Training intensity | 799 | ||
| Role of parents and parenting style on treatment success | 800 | ||
| What Outcomes Are Most Likely to Be Affected by Treatment? | 800 | ||
| What Are the Contraindications for Treatment? | 800 | ||
| What Are Potential Adverse Effects of the Treatment? | 800 | ||
| How Should the Treatment Be Sequenced and/or Integrated with Drug Therapy and with Other Nondrug Treatments? | 800 | ||
| Future directions | 801 | ||
| Additional Outcome Parameters | 801 | ||
| Summary | 801 | ||
| Disclosures | 801 | ||
| References | 802 | ||
| Computer-based Cognitive Training for ADHD | 807 | ||
| Key points | 807 | ||
| Introduction | 808 | ||
| Target of Treatment: Distinguishing Clinical and Neuropsychological Elements | 808 | ||
| Need for Treatment: Limitations of Pharmacologic and Behavioral Approaches in the Clinical and Neuropsychological Domains | 809 | ||
| Interventions | 810 | ||
| Theoretic Underpinnings: Why Should Cognitive Training Work? | 810 | ||
| How Is the Treatment Delivered? | 811 | ||
| Empirical Support | 811 | ||
| Effects on ADHD clinical symptoms | 811 | ||
| Effects on neuropsychological deficits in individuals with ADHD | 815 | ||
| Methodological issues | 815 | ||
| Clinical decision making | 816 | ||
| Future directions | 817 | ||
| Can Current Approaches Be Made More Effective? | 817 | ||
| What Place Does Cognitive Training Have in Multimodal Treatment Approaches? | 817 | ||
| Will Some Individuals with ADHD Be More Responsive to Cognitive Training? | 817 | ||
| What Are the Neuronal Correlates of Computerized, Adaptive Cognitive Training Programs? | 817 | ||
| Can Other Deficits Be Targeted? | 817 | ||
| Will Value Be Increased Through Early Intervention? | 818 | ||
| Summary | 818 | ||
| Disclosures | 818 | ||
| References | 818 | ||
| Cognitive Behavioral Therapy for Adolescents with ADHD | 825 | ||
| Key points | 825 | ||
| Adolescent attention deficit/hyperactivity disorder | 825 | ||
| Defining Features | 825 | ||
| Most Common Psychosocial Interventions for Adolescent ADHD | 827 | ||
| Need for Novel Psychosocial Interventions for Adolescent ADHD | 827 | ||
| CBT overview | 828 | ||
| Adolescent CBT evidence base | 829 | ||
| Anxiety Disorders and Depression | 829 | ||
| ADHD | 830 | ||
| Clinic-based Adolescent CBT Intervention | 831 | ||
| School-based Adolescent CBT Intervention | 834 | ||
| Clinical decision-making | 835 | ||
| Who Is Most Likely to Respond to CBT? | 835 | ||
| What Outcomes Are Most Likely to Be Affected by Treatment? | 836 | ||
| What Are the Contraindications for Treatment? | 836 | ||
| What Are Potential Adverse Effects of the Treatment? | 836 | ||
| How Should the Treatment Be Sequenced and/or Integrated with Drug Therapy and with Other Nondrug Treatments? | 836 | ||
| Future directions | 836 | ||
| Summary | 837 | ||
| References | 837 | ||
| Neuropsychologically Informed Strategic Psychotherapy in Teenagers and Adults with ADHD | 843 | ||
| Key points | 843 | ||
| Introduction/Background | 843 | ||
| Target of Treatment: Attention Deficit Hyperactivity Disorder Symptoms, Associated Features | 843 | ||
| Need for the Treatment | 844 | ||
| Interventions | 845 | ||
| Theoretic Overview: Why Does Theory Suggest the Treatment Should Work? | 845 | ||
| Description: How Is Treatment Delivered? | 846 | ||
| Empirical Support | 847 | ||
| Clinical decision making | 848 | ||
| Who Is Most Likely to Respond? | 848 | ||
| What Outcomes Are Most Likely to Be Affected by Treatment? | 848 | ||
| What Are the Contraindications for Treatment? | 848 | ||
| What Are Potential Adverse Effects of the Treatment? | 848 | ||
| How Should the Treatment Be Sequenced and/or Integrated with Other Therapies? | 848 | ||
| Future directions | 849 | ||
| Summary | 849 | ||
| Clinician recommendations | 849 | ||
| References | 850 | ||
| Traditional Chinese Medicine in the Treatment of ADHD | 853 | ||
| Key points | 853 | ||
| Introduction/Background | 853 | ||
| Target of Treatment: Attention-Deficit/Hyperactivity Disorder Symptoms, Associated Features | 853 | ||
| Need for the Treatment | 855 | ||
| Interventions | 858 | ||
| Theoretic Overview: Does TCM Work? | 858 | ||
| Description: How Is the Treatment Delivered? | 859 | ||
| Chinese herbal medicine | 859 | ||
| Acupuncture | 861 | ||
| Tui na (Chinese medical massage) | 864 | ||
| Tai chi chuan | 865 | ||
| TCM diet therapy (Yaoshan) | 865 | ||
| Summary and Conclusions: Empirical Support for the TCM Treatment of ADHD | 868 | ||
| Clinical decision making | 869 | ||
| Who Is Most Likely to Respond? (eg, Patient Characteristics, Family Variables, and So Forth) | 869 | ||
| What Outcomes Are Most Likely to be Affected by Treatment? (eg, ADHD Symptoms, Academic Impairment, Parental Stress, and So ... | 872 | ||
| What Are the Contraindications for Treatment? | 872 | ||
| What Are Potential Adverse Effects of the Treatment? | 874 | ||
| How Should Treatment Be Sequenced and/or Integrated with Drug Therapy and with Other Nondrug Treatments (eg, Stand Alone, C ... | 874 | ||
| Future directions | 874 | ||
| Summary | 875 | ||
| Acknowledgments | 875 | ||
| References | 875 | ||
| Nutritional Supplements for the Treatment of ADHD | 883 | ||
| Key points | 883 | ||
| Introduction | 883 | ||
| Methods | 884 | ||
| Interventions | 884 | ||
| Dietary Supplements | 884 | ||
| Polyunsaturated fatty acids | 884 | ||
| Melatonin | 888 | ||
| Carnitine | 888 | ||
| Minerals | 888 | ||
| Iron | 888 | ||
| Zinc | 889 | ||
| Magnesium | 890 | ||
| Herbal Supplements | 890 | ||
| Gingko biloba | 890 | ||
| St John’s Wort: Hypericum perforatum | 890 | ||
| Pycnogenol: Pinus mainus | 891 | ||
| Summary | 891 | ||
| Future directions | 893 | ||
| Acknowledgments | 893 | ||
| References | 893 | ||
| Healthy Body, Healthy Mind? | 899 | ||
| Key points | 899 | ||
| Introduction/Background | 900 | ||
| Target of Treatment | 900 | ||
| Need for Treatment | 900 | ||
| Physical activity as an intervention for ADHD | 901 | ||
| Theoretic Overview | 901 | ||
| Animal studies | 902 | ||
| Studies in healthy humans | 903 | ||
| Empirical support for the use of exercise in children with ADHD | 904 | ||
| Acute Exercise Interventions in Children with ADHD | 918 | ||
| Cognitive and academic functioning | 918 | ||
| Catecholaminergic function | 919 | ||
| Summary of acute effects of exercise | 920 | ||
| Chronic Exercise Interventions in Children with ADHD | 920 | ||
| Summary of chronic exercise effects | 923 | ||
| Clinical decision making | 924 | ||
| Who Is Most Likely to Respond? | 924 | ||
| What Outcomes Are Most Likely to Be Affected by Treatment? | 925 | ||
| Contraindications | 925 | ||
| Potential Adverse Effects of Physical Activity | 926 | ||
| Integrating Physical Activity with Other Treatments | 926 | ||
| Future directions | 926 | ||
| Summary | 927 | ||
| Recommendations for Clinicians | 927 | ||
| References | 928 | ||
| Restriction and Elimination Diets in ADHD Treatment | 937 | ||
| Key points | 937 | ||
| Elimination diets and health | 937 | ||
| ADHD applications | 939 | ||
| Summary of literature on effectiveness of restriction diet for ADHD | 945 | ||
| Limitations and research directions | 945 | ||
| Clinical issues related to attempting a restriction diet | 946 | ||
| Recommendations | 948 | ||
| Summary | 949 | ||
| References | 949 | ||
| Appendix A Example food additive list that could be given to a patient | 953 | ||
| An Integrated Dietary/Nutritional Approach to ADHD | 955 | ||
| Key points | 956 | ||
| Does the child have any suspected/documented nutritional deficiencies or insufficiencies? | 956 | ||
| Does the child have any suspected or documented food allergies? | 957 | ||
| Is the child receiving adequate general nutrition? | 958 | ||
| Is the child taking stimulant medication? If so, what is appropriate nutritional support? | 958 | ||
| Omega-3 | 958 | ||
| Zinc | 959 | ||
| Traditional Chinese Herbs | 959 | ||
| Can herbs be used as the primary treatment? | 960 | ||
| What is the current family environment and level of child compliance? | 960 | ||
| How much safer than conventional medication are dietary and nutritional treatments? What about herbs? | 960 | ||
| With the evidence base so mixed and uncertain, how can a clinician decide whether to recommend a given intervention? | 961 | ||
| Overall clinical recommendations | 961 | ||
| References | 962 | ||
| Towards an Evidence-based Taxonomy of Nonpharmacologic Treatments for ADHD | 965 | ||
| Key points | 965 | ||
| Level of evidence and magnitude of treatment efficacy | 966 | ||
| A meta-algorithm for the treatment of ADHD | 968 | ||
| Coordination of Pharmacologic and Nonpharmacologic Therapies | 968 | ||
| Medication Selection | 968 | ||
| Broad-band Versus Narrow-band Treatments | 969 | ||
| A Schematic for the Treatment of ADHD | 969 | ||
| Summary | 971 | ||
| References | 971 | ||
| Index | 973 |