Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
Treatment Strategies for Psychological Disorders01:24

Treatment Strategies for Psychological Disorders

Treatment approaches for psychological disorders fall into three main categories: psychological, biological, and sociocultural. Each approach targets different aspects of mental health, requiring varying levels of education and training.
Psychological therapies focus on modifying emotions, thoughts, and behaviors through talking, interpreting, listening, rewarding, challenging, and modeling. Clinical psychologists, counselors, and social workers commonly practice psychotherapy. Clinical...
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The Hidden Architecture of Brain Structural Variability in 22q11.2 Deletion Syndrome: A Multi-site Study.

medRxiv : the preprint server for health sciences·2026
Same author

Bridging the Gap: Digital CBT for Adults Managing ADHD Challenges.

Journal of attention disorders·2025
Same author

Attention-deficit/hyperactivity disorder, sleep disturbances, and body mass index in college students.

Journal of American college health : J of ACH·2025
Same author

Self-Reported ADHD Diagnosis and Illicit Drug Use and Prescription Medication Misuse Among U.S. Working-Age Adults.

Journal of attention disorders·2025
Same author

Sibling and Parental Military Service and Suicidality Among Adolescents in the United States.

Military medicine·2024
Same author

A meta-analytic review of cognitive behavior therapy and motivational interviewing for adolescent and young adult sleep concerns.

Clinical child psychology and psychiatry·2024

Related Experiment Video

Updated: Jul 7, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Psychosocial interventions in attention deficit hyperactivity disorder.

Kevin M Antshel1, Russell Barkley

  • 1Department of Psychiatry & Behavioral Sciences, State University of New York Upstate Medical University, 750 East Adams Street, Syracuse, NY 13210, USA. antshelk@upstate.edu

Child and Adolescent Psychiatric Clinics of North America
|February 26, 2008
PubMed
Summary

Parent and teacher training are effective psychosocial treatments for attention deficit hyperactivity disorder (ADHD). Other methods like cognitive-behavioral training show limited effectiveness, suggesting a need for more research into ADHD interventions.

More Related Videos

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Related Experiment Videos

Last Updated: Jul 7, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Psychology
  • Child Psychiatry
  • Behavioral Science

Background:

  • Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder impacting children and adults.
  • Effective psychosocial interventions are crucial for managing ADHD symptoms and improving life outcomes.
  • Existing research highlights varying levels of evidence for different treatment modalities.

Purpose of the Study:

  • To provide an overview of psychosocial treatment approaches for ADHD.
  • To focus on interventions with the strongest research support.
  • To identify areas for future research in ADHD treatment.

Main Methods:

  • Review of existing research on psychosocial treatments for ADHD.
  • Concentration on parent training in child behavior management.
  • Concentration on teacher training in classroom management.

Main Results:

  • Parent training and teacher training demonstrate significant research support for ADHD.
  • Cognitive-behavioral training shows limited evidence of efficacy for ADHD.
  • Group social skills training has mixed or limited effectiveness for ADHD.

Conclusions:

  • Parent and teacher behavior management strategies are evidence-based psychosocial interventions for ADHD.
  • Future research should explore theoretically driven approaches and potential adverse events in ADHD interventions.
  • Further investigation into pathways affecting impairment is needed to guide treatment design for ADHD.