Behavior therapy is identified as an evidence-based treatment for adolescents with ADHD. To date, there is no literature comparing and contrasting the content of existing behavior therapy packages. This review explores the heterogeneity of evidence-based behavior therapies for adolescents with ADHD by identifying the differences and commonalities amongst them. We conducted a systematic review of the literature and identified six treatment packages that met our inclusion criteria. Qualitative coding of practice elements employed a distillation approach based on review of treatment materials from each identified package. Practice elements were sorted into categories of common, shared, or unique elements. We identified 22 practice elements in total: 5 common elements, 11 shared, and 6 unique. Common elements represented skills training (organization and time management skills) and behavior management (skill application assignments, progress monitoring, use of rewards) elements. The list of shared elements primarily comprised varying engagement and skill generalization components designed to support the success of common elements. Unique elements were primarily skills-based: social skills training and peer-based recreation activities (Challenging Horizons Program), parent-teen communication training (Supporting Teens' Autonomy Daily), and distractibility reduction training and cognitive restructuring (Cognitive-Behavioral Therapy), but also included behavior modification (Challenging Horizons Program). Evidence-based psychosocial treatments for adolescents with ADHD overlap substantially and include more common and shared than unique elements. In adolescence, ADHD psychosocial therapies represent hybrid training and behavior management interventions. Community-based adaptations of evidence-based treatments should retain common elements and consider modular implementation of shared and unique elements. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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