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 ) .
Improving Homework Performance Among Children With ADHD: A Randomized Clinical Trial
Objective : Evidence indicates that children with Attention Deficit Hyperactivity Disorder ( ADHD ) experience acute and prolonged academic impairment and underachievement including marked difficulty with completing homework . This study is the first to examine the effects of behavioral , psychostimulant , and combined treatments on homework problems , which have been shown to predict academic performance longitudinally . Method : Children with ADHD ( ages 5–12 , N = 75 , 71 % male , 83 % Hispanic/Latino ) and their families were r and omly assigned to either behavioral treatment ( homework-focused parent training and a daily report card ; BPT + DRC ) or a waitlist control group . Children also participated in a concurrent psychostimulant crossover trial conducted in a summer treatment program . Children ’s objective homework completion and accuracy were measured as well as parent-reported child homework behaviors and parenting skills . Results : BPT + DRC had large effects on objective measures of homework completion and accuracy ( Cohen ’s ds from 1.40 to 2.21 , ps < .001 ) . Other findings , including unimodal medication and incremental combined treatment benefits , were not significant . Conclusions : Behavioral treatment focused on homework problems results in clear benefits for children ’s homework completion and accuracy ( the difference between passing and failing , on average ) , whereas long-acting stimulant medication result ed in limited and largely nonsignificant acute effects on homework performance
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 ) .