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Psychosocial and Behavioral Interventions with a Focus on Parent–Child Interaction Therapy: Theory and Clinical Practice 

Psychosocial and Behavioral Interventions with a Focus on Parent–Child Interaction Therapy: Theory and Clinical Practice
Chapter:
Psychosocial and Behavioral Interventions with a Focus on Parent–Child Interaction Therapy: Theory and Clinical Practice
Author(s):

Regina Bussing

and Desiree W. Murray

DOI:
10.1093/med/9780199948925.003.0005
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date: 15 November 2019

This chapter provides an overview of psychosocial and behavioral interventions for preschoolers with ADHD based upon recent evidence reviews and emphasizing information that will be most useful for practitioners. The overview includes non-ADHD-specific interventions addressing disruptive behavior in young children, as well as combination treatments of parent and classroom interventions and behavioral interventions directly targeting young children with disruptive behaviors. After a review of the background, theory, and common elements of parent training (PMT) approaches, several specific programs that have been used for preschoolers with ADHD are briefly described. More detailed information, including a treatment case example, is provided for one of empirically supported parenting programs available to U.S. clinicians, Parent–Child Interaction Therapy (PCIT). There is clear clinical consensus that psychosocial interventions should be initiated before considering ADHD medications in preschool children; practitioners need to familiarize themselves with evidence-based PMT options and advise families of the indication for PMT and the developmentally appropriate sequencing of interventions, with PMT as the first-line intervention for preschoolers with ADHD.

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