The results revealed that findings are becoming increasingly nuanced with variations in levels of evidence related to ages of the children and characteristics of the specific treatment .
In addition , we focused our critique on generalization of treatment effects across setting s and time and on sample diversity ( with regard to ethnicity and levels of parent education ) in relation to the population .
Children of parents with higher levels of education than average appear to be overrepresented in the literature .
The purpose of this research was to up date the series of articles on evidence -based treatment for children and adolescents with attention deficit/hyperactivity disorder that have appeared in this journal ( Evans , Owens & Bunford , 2014 ; Pelham & Fabiano , 2008 ; Pelham , Wheeler , & Chronis , 1998 ) .
Efficacy of Cognitive-Functional (Cog-Fun) Occupational Therapy Intervention Among Children With ADHD: An RCT
Objective : To examine the efficacy of a Cognitive-Functional ( Cog-Fun ) intervention for children with ADHD .  Method : R and om allocation of 107 children to study or control groups preceded 10 parent – child weekly Cog-Fun sessions emphasizing executive strategy training in games and daily activities . Controls received treatment after crossover . Study participants were followed up 3 months post-treatment . Outcomes included parent/teacher ratings of executive functions , ADHD symptoms , and parent ratings of quality of life . Results : Eight children withdrew prior to treatment . All children in both groups who began treatment completed it . Mixed effects ANOVA revealed significant Time × Group interaction effects on all parent-reported outcomes . Treatment effects were moderate to large , replicated after crossover in the control group and not moderated by medication . Parent-reported treatment gains in the study group were maintained at follow-up . No significant Time × Group interaction effects were found on teacher outcomes . Conclusion : Cog-Fun occupational therapy ( OT ) intervention shows positive context -specific effects on parent , but not teacher , ratings
The results revealed that findings are becoming increasingly nuanced with variations in levels of evidence related to ages of the children and characteristics of the specific treatment .
In addition , we focused our critique on generalization of treatment effects across setting s and time and on sample diversity ( with regard to ethnicity and levels of parent education ) in relation to the population .
Children of parents with higher levels of education than average appear to be overrepresented in the literature .
The purpose of this research was to up date the series of articles on evidence -based treatment for children and adolescents with attention deficit/hyperactivity disorder that have appeared in this journal ( Evans , Owens & Bunford , 2014 ; Pelham & Fabiano , 2008 ; Pelham , Wheeler , & Chronis , 1998 ) .