alexa Family Skills Training Intervention for ADHD: Putting the Child Back into Child Therapy
ISSN: 2471-9900

Journal of Psychological Abnormalities
Open Access

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Review Article

Family Skills Training Intervention for ADHD: Putting the Child Back into Child Therapy

David F Curtis1 *, Corey L Heath1,2, Stephanie G Chapman1 and Sara R Elkins1

1 Department of Pediatrics, Psychology Section, Baylor College of Medicine and Texas Children’s Hospital, Houston, Texas, USA

2 Department of Educational Psychology, University of Houston, Houston, Texas, USA

Corresponding Author:
David F Curtis
Department of Pediatrics, Psychology Section
Baylor College of Medicine and Texas
Children’s Hospital, Houston, Texas, USA
Tel: +1 832-822-3700
E-mail: [email protected]

Received date: July 23, 2013; Accepted date: December 04, 2013; Published date: December 06, 2013

Citation: Curtis DF, Heath CL, Chapman SG, Elkins SR (2013) Family Skills Training Intervention for ADHD: Putting the Child Back into Child Therapy. J Psychol Abnorm Child 1:107. doi:10.4172/2329-9525.1000107

Copyright: © 2013 Curtis DF, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.



Attention-Deficit/Hyperactivity Disorder (ADHD) affects over 7% of school-aged children in the US, and it is the most common reason pediatricians refer children for psychosocial treatment. However, the range of effective treatments for ADHD is limited to four interventions (i.e., medication, Behavioral Parent Training (BPT), behavioral classroom modifications, intensive summer programs). Notably, current behavioral interventions indirectly treat disruptive behaviors associated with ADHD through parental participation and often don’t reduce core ADHD symptoms of inattention and hyperactivity/impulsivity. While multiple dimensions of attention problems are associated with ADHD, our understanding of these functional impairments has yet to guide new approaches to intervention. The purpose of this paper is to introduce a model for innovative, child-focused approaches to ADHD intervention. First, we discuss the multidimensional impairments of attention that are associated with ADHD (e.g., behavioral activation, inhibition, and adjustment problems) in order to guide the development of specific operational targets and intervention strategies for child-focused behavioral intervention. Next, we exemplify these novel methods within complementary child-focused therapy that can be delivered in conjunction with BPT; thereby, increasing the magnitude and timeliness of its effects. Finally, we illustrate how development of a child-focused intervention for ADHD promotes opportunities to reach more children in need across a variety of settings. Implications for expanding clinic-based standards of care are discussed as well as innovative practices for addressing ADHD-related problems in school and primary care settings.


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