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Clinical Child and Family Psychology Review

, Volume 10, Issue 4, pp 318–334 | Cite as

Multimodal Treatments for Childhood Attention-deficit/Hyperactivity Disorder: Interpreting Outcomes in the Context of Study Designs

  • Betsy Hoza
  • Nina M. Kaiser
  • Elizabeth Hurt
Article

Abstract

The goal of this article was to outline issues critical to evaluating the literature on incremental benefit of multiple effective treatments used together, vs. a single effective treatment, for childhood ADHD. These issues include: (1) sequencing and dosage of treatments being combined and compared; (2) difficulty drawing valid conclusions about individual components of treatment when treatment packages are employed; (3) differing results emerging from measurement tools that purportedly measure the same domain; and (4) the resultant difficulty in reaching a summary conclusion when multiple outcome measures yielding conflicting results are used. The implications of these issues for the design and conduct of future studies are discussed, and recommendations are made for future research.

Keywords

Attention-deficit/hyperactivity disorder ADHD Multimodal treatment Combined treatment Behavior therapy 

Notes

Acknowledgments

During the preparation of this manuscript, all authors were supported in part by a grant from the National Institute of Mental Health to the first author: R01 MH065899. The first author also was supported in part by N01 MH12010 to B.S.G. Molina; and the first and third authors were supported in part by R43 MH076359 to A. Terrazas. The views represented in this article are solely those of the authors.

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of VermontBurlingtonUSA
  2. 2.Department of PsychiatryUniversity of California, San FranciscoSan FranciscoUSA
  3. 3.Purdue UniversityWest LafayetteUSA

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