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10.3390/ctn10020011
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Systematic Review

Developing Evidence-Based Program Recommendations for Children and Youth Impacted by ADHD: A Systematic Review of the Literature

by
Jennifer Taun
1,*,
Elisa Costanza
2,
Dakota Hamilton
3,
Omid Ali Kharazmi
4,
Pam Larouche
2,
Terra Nevrencan
5 and
Kya Collins
3
1
Social Service Worker Faculty, Canadore College, North Bay, ON P1B 8K9, Canada
2
Restful Parenting, Ottawa, ON P1B 8G6, Canada
3
Independent Researcher, North Bay, ON P1B 8K9, Canada
4
Research Centre and School of Business, Canadore College, North Bay, ON P1B 8K9, Canada
5
Terra Nevrencan Psychotherapy, North Bay, ON P1B 2Y8, Canada
*
Author to whom correspondence should be addressed.
Clin. Transl. Neurosci. 2026, 10(2), 11; https://doi.org/10.3390/ctn10020011
Submission received: 2 March 2026 / Revised: 11 May 2026 / Accepted: 12 May 2026 / Published: 18 May 2026
Versions Notes

Abstract

Background: Attention-Deficit Hyperactivity Disorder (ADHD) is a complex neurodevelopmental disorder affecting executive functions such as impulse control, focus, and organization. This study addresses three research questions: current models and gaps in ADHD interventions, ways to enhance strengths and address weaknesses, and program recommendations for various ages. The aim is to develop a comprehensive framework to improve ADHD interventions, with a particular focus on youth and addressing existing gaps to enhance effectiveness. Methods: The current study systematically reviews the literature to answer these research questions. Sources were examined to identify existing intervention models, documented strengths and weaknesses, and recommendations relevant to different developmental stages. Results: Findings show that interventions for ADHD are varied and include psychological or behavioural therapy, family-school issues and parent involvement, school-based approaches, and medication. Key challenges include a lack of evidence-based practices, gaps in translational research, and insufficient teacher training. Notable strengths are family-school conference and family input, though there is less emphasis on building problem-solving capacity and family agency. Conclusions: Program recommendations highlighted in the literature include the need for family involvement, matching intervention intensity to individual needs, and ensuring professional education for special education. Addressing these gaps is essential for strengthening ADHD interventions and improving outcomes for children and youth.
Keywords: ADHD; parenting; children; youth; programming; models; interventions; education; gaps; strengths ADHD; parenting; children; youth; programming; models; interventions; education; gaps; strengths

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MDPI and ACS Style

Taun, J.; Costanza, E.; Hamilton, D.; Kharazmi, O.A.; Larouche, P.; Nevrencan, T.; Collins, K. Developing Evidence-Based Program Recommendations for Children and Youth Impacted by ADHD: A Systematic Review of the Literature. Clin. Transl. Neurosci. 2026, 10, 11. https://doi.org/10.3390/ctn10020011

AMA Style

Taun J, Costanza E, Hamilton D, Kharazmi OA, Larouche P, Nevrencan T, Collins K. Developing Evidence-Based Program Recommendations for Children and Youth Impacted by ADHD: A Systematic Review of the Literature. Clinical and Translational Neuroscience. 2026; 10(2):11. https://doi.org/10.3390/ctn10020011

Chicago/Turabian Style

Taun, Jennifer, Elisa Costanza, Dakota Hamilton, Omid Ali Kharazmi, Pam Larouche, Terra Nevrencan, and Kya Collins. 2026. "Developing Evidence-Based Program Recommendations for Children and Youth Impacted by ADHD: A Systematic Review of the Literature" Clinical and Translational Neuroscience 10, no. 2: 11. https://doi.org/10.3390/ctn10020011

APA Style

Taun, J., Costanza, E., Hamilton, D., Kharazmi, O. A., Larouche, P., Nevrencan, T., & Collins, K. (2026). Developing Evidence-Based Program Recommendations for Children and Youth Impacted by ADHD: A Systematic Review of the Literature. Clinical and Translational Neuroscience, 10(2), 11. https://doi.org/10.3390/ctn10020011

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