Pfiffner Linda J, Yee Mikami Amori, Huang-Pollock Cynthia, Easterlin Barbara, Zalecki Christine, McBurnett Keith
Drs. Pfiffner, Easterlin, Zalecki, and McBurnett are with the Department of Psychiatry, University of California, San Francisco; Dr. Mikami is with the Department of Psychology, University of Virginia, Charlottesville; and Dr. Huang-Pollock is with the Department of Psychology, Pennsylvania State University, College Park..
Drs. Pfiffner, Easterlin, Zalecki, and McBurnett are with the Department of Psychiatry, University of California, San Francisco; Dr. Mikami is with the Department of Psychology, University of Virginia, Charlottesville; and Dr. Huang-Pollock is with the Department of Psychology, Pennsylvania State University, College Park.
J Am Acad Child Adolesc Psychiatry. 2007 Aug;46(8):1041-1050. doi: 10.1097/chi.0b013e318064675f.
To evaluate the efficacy of a behavioral psychosocial treatment integrated across home and school (Child Life and Attention Skills Program) with attention-deficit/hyperactivity disorder (ADHD) predominantly inattentive type (ADHD-I).
Sixty-nine children ages 7 to 11 years were randomized to the Child Life and Attention Skills Program or a control group who did not receive the intervention. We compared groups posttreatment and at 3- to 5-month follow-up on parent and teacher ratings of inattention, sluggish cognitive tempo, and functional impairment.
Children randomized to the Child Life and Attention Skills Program were reported to have significantly fewer inattention and sluggish cognitive tempo symptoms, and significantly improved social and organizational skills, relative to the control group. Gains were maintained at follow-up.
Behavioral psychosocial treatment, when specifically adapted for ADHD-I and coordinated among parents, teachers, and children, appears efficacious in reducing symptoms and impairment associated with ADHD-I.
评估一种整合家庭与学校的行为心理社会治疗方法（儿童生活与注意力技能项目）对以注意力不集中为主型注意力缺陷/多动障碍（ADHD-I）的疗效。
将69名7至11岁的儿童随机分为儿童生活与注意力技能项目组或未接受干预的对照组。我们在治疗后以及3至5个月随访时，比较两组在家长和教师对注意力不集中、认知节奏迟缓及功能损害的评分。
与对照组相比，随机分配到儿童生活与注意力技能项目组的儿童被报告注意力不集中和认知节奏迟缓症状明显减少，社交和组织技能显著改善。随访时这些改善得以维持。
行为心理社会治疗，若专门针对ADHD-I进行调整并在家长、教师和儿童之间进行协调，似乎在减轻与ADHD-I相关的症状和损害方面是有效的。
