Abstract:
Despite the vast literature supporting the efficacy of stimulant medication in the
treatment of attention-deficit/hyperactivity disorder (ADHD), several limitations of
pharmacological treatments highlight the clear need for effective psychosocial treatments to
be identified. A large evidence base exists for behavioral interventions, including parent
training and school interventions, which has resulted in their classification as “empirically
validated treatments.” Additionally, social skills training with generalization components,
intensive summer treatment programs, and educational interventions appear promising in
the treatment of ADHD. Given the chronic impairment children with ADHD experience across
multiple domains of functioning, multimodal treatments are typically necessary to normalize
the behavior of these children. The state of the ADHD treatment literature is reviewed,
important gaps are identified (e.g., treatment for adolescents), and directions for future
research are outlined within a developmental psychopathology framework
