Results suggest there is moderate-to-high-level evidence that combined pharmacological and behavioral interventions , and pharmacological interventions alone can be effective in managing the core ADHD symptoms and academic performance at 14 months .
However , the effect size may decrease beyond this period .
This review has highlighted the paucity and limitations of the evidence investigating the long-term outcomes of recommended interventions for managing ADHD symptoms .
There is little evidence to suggest that the effects observed over the relatively short term are maintained throughout longer periods of impairment .
PURPOSE To systematic ally identify and review the currently available evidence on the long-term outcomes of recommended attention-deficit hyperactivity disorder ( ADHD ) interventions following r and omized controlled trials with children and young people .
Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement
The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for design ing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder ( ADHD ) . Children ( N=167 ) meeting DSM-IV criteria for ADHD were r and omly assigned to one of two consultation groups : Individualized Academic Intervention ( IAI ; interventions design ed using a data -based decision-making model that involved ongoing feedback to teachers ) and Generic Academic Intervention ( GAI ; interventions design ed based on consultant-teacher collaboration , representing “ consultation as usual ” ) . Teachers implemented academic interventions over 15 months . Academic outcomes ( e.g. , st and ardized achievement test , and teacher ratings of academic skills ) were assessed on four occasions ( baseline , 3 months , 12 months , 15 months ) . Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables ; however , trajectories did not differ significantly across consultation groups . Interventions in the IAI group were delivered with significantly greater integrity ; however , groups did not differ with respect to teacher ratings of treatment acceptability . The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD ; however , the relative advantages of an individualized model over “ consultation as usual ” have yet to be established
Results suggest there is moderate-to-high-level evidence that combined pharmacological and behavioral interventions , and pharmacological interventions alone can be effective in managing the core ADHD symptoms and academic performance at 14 months .
However , the effect size may decrease beyond this period .
This review has highlighted the paucity and limitations of the evidence investigating the long-term outcomes of recommended interventions for managing ADHD symptoms .
There is little evidence to suggest that the effects observed over the relatively short term are maintained throughout longer periods of impairment .
PURPOSE To systematic ally identify and review the currently available evidence on the long-term outcomes of recommended attention-deficit hyperactivity disorder ( ADHD ) interventions following r and omized controlled trials with children and young people .