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 ) .
Parent-teen behavior therapy + motivational interviewing for adolescents with ADHD.
OBJECTIVE This study evaluates a  parent-teen skills-based therapy for attention deficit/hyperactivity disorder ( ADHD ) blended with motivational interviewing ( MI ) to enhance family engagement . Supporting Teens ' Autonomy Daily ( ST AND ) is an adolescent-specific treatment for ADHD that targets empirically identified adolescent ( i.e. , organization , time management , and planning , or OTP skills ) and parent-based ( i.e. , monitoring and contingency management ) mechanisms of long-term outcome through individual parent-teen sessions . METHOD The current r and omized trial ( N = 128 ) evaluates efficacy at posttreatment and 6-month follow-up . Participants were ethnically diverse teens ( 7.7 % non-Hispanic White , 10.8 % African American , 78.5 % Hispanic , 3.0 % other ) r and omly assigned to ST AND  or Treatment As Usual ( TAU ) . RESULTS Primary findings were that ( 1 ) ST AND was delivered in an MI-adherent fashion and most families fully engaged in treatment ( 85 % completed ) ; ( 2 ) ST AND produced a range of significant acute effects on ADHD symptoms , OTP skills , homework behavior , parent-teen contracting , implementation of home privileges , parenting stress , and daily homework recording ; and ( 3 ) 6 months after treatment ceased , effects on ADHD symptom severity , OTP skills , and parenting stress maintained , while parent use of contracting and privilege implementation strategies , as well as teen daily homework recording and homework behavior gains , were not maintained . CONCLUSION Skills-based behavior therapy blended with MI is an acutely efficacious treatment for adolescents with ADHD although more work is needed to establish the nature of long-term effects . ( PsycINFO Data base
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 ) .