American Academy of Pediatrics

TABLE 1

Characteristics of the Best-Supported Programs for Disruptive Behavior Disorders and ADHD

Program	Ages	Formal Psychoeducation for Parents?	Real-Time Observed Parent–Child Interactions?	Special Characteristics	Duration	Evidence Suggesting Effective for ADHD? (Effect Size)	Evidence Suggesting Effective for Disruptive Behavior Disorders? (Effect Size)
New Forest²⁸	30–77 mo	Yes	Yes	Parent–child tasks are specifically intended to require attention	5 weekly sessions	Yes (very large, 1.9)	Yes (moderate, 0.7)
				Occurs in the home
				Explicit attention to parental depression
Incredible Years Parent Training and Child Training²⁹^,³⁰ (incredibleyearsseries.org)	24 mo–8 y	Yes	No	Separate parent and child groups	20 weekly 2-h sessions	Yes	Yes
				Parental training uses video vignettes for discussion
				Child training includes circle time learning and coached free play
Triple P³¹ (triplep.org)	Birth–12 y	Yes (primary)	Yes	Multiple levels of intervention	Primary care, four 15-min sessions	No	Yes
				Primarily training parents with some opportunities to observe parent–child interactions	Standard treatment is 10 sessions
				Handouts and homework supplement the treatment
PCIT³² (pcit.org)	24 mo–7 y	Yes, minimal	Yes	Through a 1-way mirror, therapist coaches parent during in vivo interactions with child	Duration depends on parental skill development	Modest	Yes
				Homework requires parent child interactions
				Progress through therapy determined by parents' skill development
Helping the Noncomplaint Child²⁶	3–8 y	Yes	Yes	Involves 2 phases: (1) differential attention; (2) compliance training using demonstration, role plays, and in-office and at home practice	8–10 average (depends on demonstrated progress)	Yes (1.24 parent report; .23 [NS] teacher report)	Yes

Program	Ages	Formal Psychoeducation for Parents?	Real-Time Observed Parent–Child Interactions?	Special Characteristics	Duration	Evidence Suggesting Effective for ADHD? (Effect Size)	Evidence Suggesting Effective for Disruptive Behavior Disorders? (Effect Size)
New Forest²⁸	30–77 mo	Yes	Yes	Parent–child tasks are specifically intended to require attention	5 weekly sessions	Yes (very large, 1.9)	Yes (moderate, 0.7)
				Occurs in the home
				Explicit attention to parental depression
Incredible Years Parent Training and Child Training²⁹^,³⁰ (incredibleyearsseries.org)	24 mo–8 y	Yes	No	Separate parent and child groups	20 weekly 2-h sessions	Yes	Yes
				Parental training uses video vignettes for discussion
				Child training includes circle time learning and coached free play
Triple P³¹ (triplep.org)	Birth–12 y	Yes (primary)	Yes	Multiple levels of intervention	Primary care, four 15-min sessions	No	Yes
				Primarily training parents with some opportunities to observe parent–child interactions	Standard treatment is 10 sessions
				Handouts and homework supplement the treatment
PCIT³² (pcit.org)	24 mo–7 y	Yes, minimal	Yes	Through a 1-way mirror, therapist coaches parent during in vivo interactions with child	Duration depends on parental skill development	Modest	Yes
				Homework requires parent child interactions
				Progress through therapy determined by parents' skill development
Helping the Noncomplaint Child²⁶	3–8 y	Yes	Yes	Involves 2 phases: (1) differential attention; (2) compliance training using demonstration, role plays, and in-office and at home practice	8–10 average (depends on demonstrated progress)	Yes (1.24 parent report; .23 [NS] teacher report)	Yes