OBJECTIVE: This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). METHOD: Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest. RESULTS:Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading. CONCLUSIONS: Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
RCT Entities:
OBJECTIVE: This trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). METHOD:Children (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest. RESULTS: Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading. CONCLUSIONS:Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Authors: E Richardson; S S Kupietz; B G Winsberg; S Maitinsky; N Mendell Journal: J Am Acad Child Adolesc Psychiatry Date: 1988-01 Impact factor: 8.829
Authors: Lisa A Jacobson; Matthew Ryan; Martha B Denckla; Stewart H Mostofsky; E Mark Mahone Journal: Arch Clin Neuropsychol Date: 2013-07-09 Impact factor: 2.813
Authors: Erik G Willcutt; Bruce F Pennington; Richard K Olson; Nomita Chhabildas; Jacqueline Hulslander Journal: Dev Neuropsychol Date: 2005 Impact factor: 2.253
Authors: Susan Shur-Fen Gau; Chi-Yung Shang; Shih-Kai Liu; Chien-Ho Lin; James M Swanson; Yu-Chih Liu; Chang-Ling Tu Journal: Int J Methods Psychiatr Res Date: 2008 Impact factor: 4.035
Authors: Greta M Massetti; Benjamin B Lahey; William E Pelham; Jan Loney; Ashley Ehrhardt; Steve S Lee; Heidi Kipp Journal: J Abnorm Child Psychol Date: 2007-10-17
Authors: Jack M Fletcher; Karla K Stuebing; Amy E Barth; Carolyn A Denton; Paul T Cirino; David J Francis; Sharon Vaughn Journal: School Psych Rev Date: 2011
Authors: Christien G W de Jong; Séverine Van De Voorde; Herbert Roeyers; Ruth Raymaekers; Albert J Allen; Simone Knijff; Helene Verhelst; Alfons H Temmink; Leo M E Smit; Rob Rodriques-Pereira; Dirk Vandenberghe; Inge van Welsen; Liesbeth ter Schuren; Mazim Al-Hakim; Azad Amin; Laurens Vlasveld; Jaap Oosterlaan; Joseph A Sergeant Journal: J Child Adolesc Psychopharmacol Date: 2009-12 Impact factor: 2.576
Authors: Tanya E Froehlich; Jason Fogler; William J Barbaresi; Nada A Elsayed; Steven W Evans; Eugenia Chan Journal: Clin Pharmacol Ther Date: 2018-08-30 Impact factor: 6.875
Authors: Jessica A Church; Paul T Cirino; Jeremy Miciak; Jenifer Juranek; Sharon Vaughn; Jack M Fletcher Journal: New Dir Child Adolesc Dev Date: 2019-05-02
Authors: Melissa Dvorsky; Leanne Tamm; Carolyn A Denton; Jeffery N Epstein; Christopher Schatschneider Journal: Res Child Adolesc Psychopathol Date: 2021-03-26
Authors: William E Pelham; Amy R Altszuler; Brittany M Merrill; Joseph S Raiker; Fiona L Macphee; Marcela Ramos; Elizabeth M Gnagy; Andrew R Greiner; Erika K Coles; Carol M Connor; Christopher J Lonigan; Lisa Burger; Anne S Morrow; Xin Zhao; James M Swanson; James G Waxmonsky; William E Pelham Journal: J Consult Clin Psychol Date: 2022-05
Authors: Robert L Hendren; Stephanie L Haft; Jessica M Black; Nancy Cushen White; Fumiko Hoeft Journal: Front Psychiatry Date: 2018-03-27 Impact factor: 4.157