Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder affecting approximately 5% - 10% of children worldwide. It is characterized by persistent patterns of inattention, hyperactivity, and impulsivity that impair academic, social, and family functioning. While pharmacological treatments, such as stimulants, are effective, behavioral therapy offers an evidence-based non-pharmacological alternative or adjunct therapy. Behavioral interventions address environmental and cognitive factors, equipping children with self-regulation skills and fostering better outcomes in daily life. This narrative literature review synthesizes evidence on the efficacy of behavioral therapy techniques for children with ADHD using data from randomized controlled trials, systematic reviews, and meta-analyses published between 2010 and 2023. Key interventions examined include parent training programs, classroom management strategies, child-focused interventions, and social skills training. Studies included children aged 5 - 18 diagnosed with ADHD based on DSM criteria. No formal risk-of-bias appraisal was conducted; this is a narrative rather than systematic synthesis. Findings reveal that behavioral therapies significantly reduce ADHD symptoms, improve academic performance, and strengthen family relationships. Parent training programs were particularly effective, with meta-analytic evidence indicating moderate-to-large effect sizes for reductions in disruptive behavior. Classroom management strategies enhanced task completion and focus, while child-focused interventions improved executive function and emotional regulation. Social skills training resulted in better peer relationships and decreased disruptive behaviors in-group settings. Behavioral therapy represents a critical component in managing ADHD. It not only addresses core symptoms but also fosters long-term skills development, reducing dependence on pharmacological treatments. However, barriers such as access to trained professionals and adherence to interventions persist.
Cite this paper
Okeke, C. P. and Liu, Z. (2026). Behavioral Therapy for ADHD: Techniques and Benefits for Children. Open Access Library Journal, 13, e15593. doi: http://dx.doi.org/10.4236/oalib.1115593.
Daley, D., van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., <i>et al</i>. (2014) Behavioral Interventions in Attention-Deficit/Hyperactivity Disorder: A Meta-Analysis of Randomized Controlled Trials across Multiple Outcome Domains. <i>Journal</i> <i>of</i> <i>the</i> <i>American</i> <i>Academy</i> <i>of</i> <i>Child</i> <i>&</i> <i>Adolescent</i> <i>Psychiatry</i>, 53, 835-847.E5. <br>https://doi.org/10.1016/j.jaac.2014.05.013
Chronis-Tuscano, A., Wang, C.H., Woods, K.E., Strickland, J. and Stein, M.A. (2017) Parent ADHD and Evidence-Based Treatment for Their Children: Review and Directions for Future Research. <i>Journal</i> <i>of</i> <i>Abnormal</i> <i>Child</i> <i>Psychology</i>, 45, 501-517. <br>https://doi.org/10.1007/s10802-016-0238-5
Sanders, M.R., Kirby, J.N., Tellegen, C.L. and Day, J.J. (2014) The Triple P-Positive Parenting Program: A Systematic Review and Meta-Analysis of a Multi-Level System of Parenting Support. <i>Clinical</i> <i>Psychology</i> <i>Review</i>, 34, 337-357. <br>https://doi.org/10.1016/j.cpr.2014.04.003
Kazdin, A.E. (2019) Parent Management Training and Problem-Solving Skills Training for Child and Adolescent Conduct Problems. <i>Evidence</i>-<i>Based Psychotherapies for Children and Adolescents</i>, 18, 142-158.
Webster-Stratton, C.H., Reid, M.J. and Beauchaine, T. (2011) Combining Parent and Child Training for Young Children with ADHD. <i>Journal</i> <i>of</i> <i>Clinical</i> <i>Child</i> <i>&</i> <i>Adolescent</i> <i>Psychology</i>, 40, 191-203. <br>https://doi.org/10.1080/15374416.2011.546044
Evans, S.W., Owens, J.S. and Bunford, N. (2014) Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. <i>Journal</i> <i>of</i> <i>Clinical</i> <i>Child</i> <i>&</i> <i>Adolescent</i> <i>Psychology</i>, 43, 527-551. <br>https://doi.org/10.1080/15374416.2013.850700
Sonuga-Barke, E.J.S., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M., <i>et al</i>. (2013) Nonpharmacological Interventions for ADHD: Systematic Review and Meta-Analyses of Randomized Controlled Trials of Dietary and Psychological Treatments. <i>American</i> <i>Journal</i> <i>of</i> <i>Psychiatry</i>, 170, 275-289. <br>https://doi.org/10.1176/appi.ajp.2012.12070991
Mitchell, D. and Sutherland, D. (2020) Strategy 6: Cooperative Group Teaching. In: Mitchell, D. and Sutherland, D., Eds., <i>What</i> <i>Really</i> <i>Works</i> <i>in</i> <i>Special</i> <i>and</i> <i>Inclusive</i> <i>Education</i>, 3rd Edition, Routledge, 149-158. <br>https://doi.org/10.4324/9780429401923-16
Yell, M.L., Conroy, T., Katsiyannis, A. and Conroy, T. (2013) Individualized Edu-cation Programs (IEPs) and Special Education Programming for Students with Disabilities in Urban Schools. <i>Fordham Urban Law Journal</i>, 41, 669-714.
Raggi, V.L. and Chronis, A.M. (2006) Interventions to Address the Academic Impairment of Children and Adolescents with ADHD. <i>Clinical</i> <i>Child</i> <i>and</i> <i>Family</i> <i>Psychology</i> <i>Review</i>, 9, 85-111. <br>https://doi.org/10.1007/s10567-006-0006-0
Cordier, R., Vilaysack, B., Doma, K., Wilkes-Gillan, S. and Speyer, R. (2018) Peer Inclusion in Interventions for Children with ADHD: A Systematic Review and Meta-Analysis. <i>BioMed</i> <i>Research</i> <i>International</i>, 2018, 1-51. <br>https://doi.org/10.1155/2018/7693479
DuPaul, G.J., Gormley, M.J. and Laracy, S.D. (2013) Comorbidity of LD and ADHD: Implications of DSM-5 for Assessment and Treatment. <i>Journal</i> <i>of</i> <i>Learning</i> <i>Disabilities</i>, 46, 43-51. <br>https://doi.org/10.1177/0022219412464351
Young, S., Asherson, P., Lloyd, T., <i>et al</i>. (2021) Failure of Healthcare Provision for Attention-Deficit/Hyperactivity Disorder in the United Kingdom: A Consensus Statement. <i>Frontiers in Psychiatry</i>, 12, Article 649399. <br>https://doi.org/10.3389/fpsyt.2021.649399
Diamond, A. and Ling, D.S. (2016) Conclusions about Interventions, Programs, and Approaches for Improving Executive Functions That Appear Justified and Those That, Despite Much Hype, Do Not. <i>Developmental</i> <i>Cognitive</i> <i>Neuroscience</i>, 18, 34-48. <br>https://doi.org/10.1016/j.dcn.2015.11.005
Paradela, R.S., <i>et al</i>. (2025) Cogmed Cognitive Training for Working Memory: A Systematic Review and Meta-Analysis. <i>Neuroscience</i>, 581, 95-103. <br>https://doi.org/10.1016/j.neuroscience.2025.06.033
Storebø, O.J., Elmose Andersen, M., Skoog, M., Joost Hansen, S., Simonsen, E., Pedersen, N., <i>et al</i>. (2019) Social Skills Training for Attention Deficit Hyperactivity Disorder (ADHD) in Children Aged 5 to 18 Years. <i>Cochrane</i> <i>Database</i> <i>of</i> <i>Systematic</i> <i>Reviews</i>, No. 6, CD008223. <br>https://doi.org/10.1002/14651858.cd008223.pub3
Friedman, N.P. and Robbins, T.W. (2021) The Role of Prefrontal Cortex in Cognitive Control and Executive Function. <i>Neuropsychopharmacology</i>, 47, 72-89. <br>https://doi.org/10.1038/s41386-021-01132-0
Arns, M., Clark, C.R., Trullinger, M., deBeus, R., Mack, M. and Aniftos, M. (2020) Neurofeedback and Attention-Deficit/Hyperactivity-Disorder (ADHD) in Children: Rating the Evidence and Proposed Guidelines. <i>Applied</i> <i>Psychophysiology</i> <i>and</i> <i>Biofeedback</i>, 45, 39-48. <br>https://doi.org/10.1007/s10484-020-09455-2
Zhang, R., Murray, S.B., Duval, C.J., Wang, D.J.J. and Jann, K. (2024) Functional Connectivity and Complexity Analyses of Resting-State fMRI in Pre-Adolescents Demonstrating the Behavioral Symptoms of ADHD. <i>Psychiatry</i> <i>Research</i>, 334, Article 115794. <br>https://doi.org/10.1016/j.psychres.2024.115794
