Litt kortfattet om forskningsgrundlaget til  ABA i forhold til ADHD (ABA, behavioral interventions, behavior therapy, behavior modification er navn på samme type interventioner).

Her er reviews på ABA og ADHD med påfølgende sammendrag.


Daly BP1, Creed T, Xanthopoulos M, Brown RT. Psychosocial treatments for children with attention deficit/hyperactivity disorder. Neuropsychol Rev. 2007 Mar;17(1):73-89.


This article reviews studies examining the efficacy of behavioral interventions for the treatment of attention-deficit/hyperactivity disorder (ADHD). A specific emphasis is placed on evidence-based interventions that include parent training, classroom, academic, and peer interventions. Results indicate that school-aged children respond to behavioral interventions when they are appropriately implemented both at home and in the classroom setting. Combined treatments (behavioral management and stimulant medication) represent the gold standard in ADHD treatment and are often recommended as the first-line treatment option due to the many problems faced by children with ADHD. Diversity issues, although an important consideration in the treatment of ADHD, continue to remain an understudied area. Recommendations for future research are made pertaining to treatment sequencing with regard to behavior management as well as for subgroups of ADHD children who may respond best to specific treatments.



Pelham WE Jr1, Wheeler T, Chronis A (1998).Empirically supported psychosocial treatments for attention deficit hyperactivity disorder.  J Clin Child Psychol. Jun;27(2):190-205.


Reviews and evaluates psychosocial treatments for attention deficit hyperactivity disorder (ADHD) in children and adolescents according to Task Force Criteria (Lonigan, Elbert, & Johnson, this issue). It is concluded that behavioral parent training and behavioral interventions in the classroom meet criteria for well-established treatments. Cognitive interventions do not meet criteria for well-established or probably efficacious treatments. Issues regarding the evaluative process are discussed and future directions for psychosocial treatment for ADHD are outlined.



Pelham, W.E. & Fabiano, G.A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37,(1), 184-214.


Pelham, Wheeler, and Chronis (1998) reviewed the treatment literature on attention-deficit/hyperactivity disorder (ADHD) and concluded behavioral parent training (BPT) and behavioral classroom management (BCM) were well-established treatments for children with ADHD. This review updates and extends the finding of the prior review. Studies conducted since the 1998 review were identified and coded based on standard criteria, and effect sizes were calculated where appropriate. The review reinforces the conclusions of Pelham, Wheeler, and Chronis regarding BPT and BCM. Further, the review shows that intensive peer-focused behavioral interventions implemented in recreational settings (e.g., summer programs) are also well-established. The results of this update are discussed in the context of the existing treatment literature on ADHD. Implications for practice guidelines are suggested, as are directions for future research.




Evans SW, Owens J, Bunford MN. Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53. 2014;43(4):527-551. doi:10.1080/15374416.2013.850700.


There is currently controversy regarding the need for and the effectiveness of behavior modification for children with attention-deficit hyperactivity disorder (ADHD) despite years of study and multiple investigations reporting beneficial effects of the intervention. A meta-analysis was conducted by identifying relevant behavioral treatment studies in the literature. One-hundred seventy-four studies of behavioral treatment were identified from 114 individual papers that were appropriate for the meta-analysis. Effect sizes varied by study design but not generally by other study characteristics, such as the demographic variables of the participants in the studies. Overall unweighted effect sizes in between group studies (.83), pre-post studies (.70), within group studies (2.64), and single subject studies (3.78) indicated that behavioral treatments are highly effective. Based on these results, there is strong and consistent evidence that behavioral treatments are effective for treating ADHD.


Store organisationer som betrakter ABA  som evidensbaseret (behavior interventions):


American psychological association, division 53, society of clinical child and adolescent psychology, regner ABA som meget vigtig:

De har følgende rangering af hvad der virker:


Den Amerikanske børnelegeforeningen (American society of pedatrics) udgav guidelines i 2011 for behandling af ADHD baseret på forskning.   (punkt fem er behandling).


”Nationalt center for health research” (USA) beskriver tilsvarende:


Den nationale ADHD organisationen i USA udtaler:



Diverse viktige links

Om den aller største studien som er gjort på ADHD (MTA studien):


Her er to intervjuer af en af forskerne bag MTA studien som diskuterer medisinernes virkninger:

Her diskuteres MTA studien også:

Her er nylig artikkel fra en en relativt nylig forskningsstudie af William Pelham:


William Pelham og Barkley Russel er måske de to mest anerkendte forskere på ADHD i verden. Det er mange ressurser knyttet til disse:


Det findes flere programmer som bygger på delelementer af ABA, eller som indeholder ABA teknikker og metoder, f.eks. De utrolige år (DUÅ), Parent management training (PMTO) og måske et par til. «Kærlighed i kaos” bygger måske også på noget af det samme – men har ikke samme forskningsstøtte som DUÅ og PMTO.

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