Evidence map›Paper›PMID 24865871›Full record

Trial reportJournal of consulting and clinical psychology2014

A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type.

Linda J Pfiffner, Stephen P Hinshaw, Elizabeth Owens, Christine Zalecki, Nina M Kaiser, Miguel Villodas, Keith McBurnett

Abstract readComparative StudyMulticenter StudyRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Journal of consulting and clinical psychology, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 31 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
31citing papers in PubMed, 5 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

31 citing papers in PubMed, 5 syntheses or guidelines pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Linda J PfiffnerDepartment of Psychiatry, University of California-San Francisco.
Stephen P HinshawDepartment of Psychology, University of California-Berkeley.
Elizabeth OwensDepartment of Psychology, University of California-Berkeley.
Christine ZaleckiDepartment of Psychiatry, University of California-San Francisco.
Nina M KaiserDepartment of Psychiatry, University of California-San Francisco.
Miguel VillodasDepartment of Psychiatry, University of California-San Francisco.
Keith McBurnettDepartment of Psychiatry, University of California-San Francisco.

Funding

CLINICAL SERVICES RESEARCH TRAINING PROGRAMT32MH018261 · NIMH · UNIVERSITY OF CALIFORNIA, SAN FRANCISCO · PI Kaja Zabrina LeWinn, Rachel L. Loewy · 1985 to 2026
$7.0M
Integrated Multi-Setting Psychosocial Treatment for ADHD-Inattentive TypeR01MH077671 · NIMH · UNIVERSITY OF CALIFORNIA, SAN FRANCISCO · PI HINSHAW, STEPHEN, PFIFFNER, LINDA · 2008 to 2012
$3.7M
NIMH NIH HHS MH077671NIMH NIH HHS R01 MH077671NIMH NIH HHS T32 MH018261
6 · The paper itself

Abstract

objectiveThis study evaluated the efficacy of the Child Life and Attention Skills (CLAS) program, a behavioral psychosocial treatment integrated across home and school, for youth with attention-deficit/hyperactivity disorder-inattentive type (ADHD-I).

methodIn a 2-site randomized controlled trial, 199 children (ages 7-11 years) were randomized to CLAS (N = 74), parent-focused treatment (PFT, N = 74), or treatment as usual (TAU, N = 51). We compared groups on parent and teacher ratings of inattention symptoms, organizational skills, social skills, and global improvement at posttreatment and also at follow-up during the subsequent school year.

resultsCLAS resulted in greater improvements in teacher-reported inattention, organizational skills, social skills, and global functioning relative to both PFT and TAU at posttreatment. Parents of children in CLAS reported greater improvement in organizational skills than PFT and greater improvements on all outcomes relative to TAU at posttreatment. Differences between CLAS and TAU were maintained at follow-up for most parent-reported measures but were not significant for teacher-reported outcomes.

conclusionsThese findings extend support for CLAS across 2 study sites, revealing that integrating parent, teacher, and child treatment components, specifically adapted for ADHD-I, is superior to parent training alone and to usual care. Direct involvement of teachers and children in CLAS appears to amplify effects at school and home and underscores the importance of coordinating parent, teacher, and child treatment components for cross-setting effects on symptoms and impairment associated with ADHD-I.

Indexed as

ParentsAttention Deficit Disorder with HyperactivityChildCognitive Behavioral TherapyFacultyFemaleFollow-Up StudiesHumansMaleSchoolsStudentsSurveys and Questionnaires

Identifiers

PMID24865871
PMCPMC4244306

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.