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Barriers to evidence-based treatment for children with attention-deficit/hyperactivity disorder

  • Original Article
  • Published:
ADHD Attention Deficit and Hyperactivity Disorders

Abstract

A number of evidence-based treatments are available for attention-deficit/hyperactivity disorder (ADHD), including pharmacological, psychosocial, or a combination of the two treatments. For a significant number of children diagnosed with ADHD, however, these treatments are not utilized or adhered to for the recommended time period. Given that adherence to treatment regimens is necessary for reducing the symptoms of ADHD, it is crucial to develop a comprehensive understanding of why adherence rates are so low. The current review examines the literature to date that has directly explored utilization and adherence issues related to the treatment of ADHD in order to identify the key barriers to treatment. This review focused on four main factors that could account for the poor rates of treatment utilization and adherence: personal characteristics (socio-demographic characteristics and diagnostic issues), structural barriers, barriers related to the perception of ADHD, and barriers related to perceptions of treatment for ADHD. This review included 63 papers and covered a variety of barriers to treatment that have been found in research to have an impact on treatment adherence. Based on this review, we conclude that there are complex and interactive relationships among a variety of factors that influence treatment utilization and adherence. Four main gaps in the literature were identified: (1) there is limited information about barriers to psychosocial interventions, compared to pharmacological interventions; (2) there is a limited variety of research methodology being utilized; (3) treatment barrier knowledge is mostly from parents’ perspectives; and (4) treatment utilization and treatment adherence are often studied jointly. Information from this review can help practitioners to identify potential barriers to their clients being adherent to treatment recommendations.

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Notes

  1. This study was not included in our review, but provides important context for the overall paper.

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Acknowledgments

This research was supported by a research grant from the Social Sciences and Humanities Research Council of Canada. Acknowledgements are extended to the consulting group for this research: Dr. Alexa Bagnell, Dr. Andrea Kent, Dr. Renee Lyons, Ms. Margaret McKinnon, Dr. Marilyn MacPherson, Mr. David Jones, Mr. Dan Stephenson, Ms. Veronica Zentilli, and Mr. Rob and Mrs. Lavina Carreau. The authors would also like to thank Jennifer Mullane, Angela Mailman, Meredith Pike, and Adria Markovich for their editorial work and helpful comments on the manuscript.

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  1. Department of Psychology and Neuroscience, Dalhousie University, 1355 Oxford Street, PO Box 15000, Halifax, NS, B3H 4R2, Canada

    Penny Corkum & Meredith Bessey

  2. IWK Health Centre, Halifax, NS, B3K 6R8, Canada

    Penny Corkum

  3. Colchester East Hants ADHD Clinic, Truro, NS, B2N 5A1, Canada

    Penny Corkum

  4. Faculty of Education, Mount Saint Vincent University, Bedford, NS, B3M 2J6, Canada

    Melissa McGonnell

  5. Department of Psychology, Memorial University of Newfoundland, St. John’s, NL, A1B 3X9, Canada

    Anders Dorbeck

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Correspondence to Penny Corkum.

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Corkum, P., Bessey, M., McGonnell, M. et al. Barriers to evidence-based treatment for children with attention-deficit/hyperactivity disorder. ADHD Atten Def Hyp Disord 7, 49–74 (2015). https://doi.org/10.1007/s12402-014-0152-z

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