Table 5.

Controlled studies (n > 20 per condition) of complementary interventions in adolescents with ADHD published since 2000.

Author, Year	Population	Study Design	Intervention	Treatment Completers	Outcome Measures	ADHD Outcomes	Functional Outcomes	Quality Rating
Gray, 2012 [77]	60 adolescents aged 12–17 years (mean 14.3; 87% male) with ADHD (DSM-version not reported) and learning disabilities, 98% medicated.	8-week SB, RCT unbalanced randomization (3:2 assignment to the working memory (WM) training), 5-week working memory training program (WM), or 5-week mathematics training program (MT) (unbalanced randomization). Post-test assessment 3 weeks after the end of treatment.	WM, n = 36, 45-min training sessions of Cogmed at school, 4–5 days a week for 5 weeks. MT, n = 24, 45-min training sessions of mathematics training program (Academy of Math; (Torlakovic, 2011), 4–5 days a week for 5 weeks.	ITT analyses WM: 32 (89%), MT: 20 (83%).	ADHD-symptoms were assessed with the Strengths and Weakness of ADHD-symptoms and Normal-behavior scale (SWAN, Swanson et al., 2001) and the IOWA Conners scale (Pelham et al., 1989). Academic Progress (WRAT-4PM; Roid and Ledbetter, 2006). WM and attention measures, i.e., CANTAB.	No group differences on ADHD and other measures. Only differences on WM criterion measures.		1 −
Steeger, 2016 [66]	n = 104 (randomized from n = 108), adolescents with ADHD (DSM-IV) aged 11–15 years (mean 12.5; 69% male), 84% medicated.	7-week RCT with four conditions: 5-week Cogmed working memory training (CWMT) combined with behavioral parent training (BPT), 5-week CWMT with a control parent intervention (CNT-BPT), 5-week control version of CWMT (CNT-CWMT) combined with BPT, or 5-week CNT-CWMT combined with CNT-CBT.	CWMT + BPT, n = 26, CWMT: 25-day high-dose adaptive computerized WM training (Cogmed). BPT: 5-week treatment group BPT program based on COPE aimed at positive mother−adolescent interactions, adolescent compliance, and maternal control, reducing conflict and adolescent ODD. CNT-CWMT + BPT, n = 26, 25-day low-dose non-adaptive computerized WM training (Cogmed) + BPT: see above. CWMT-CNT-BPT: 5 CWMT: see above. CNT-BPT: Control parent intervention of didactic lectures on adolescent development and homework of weekly readings from self-help guide. No facilitation of practice or feedback. CNT-CWMT + CNT-BPT, n = 26, CNT-CWT: see above. CNT = BPT: see above.	No ITT-analyses, but analyses on completers-only excluding participants with IQ < 70 and participants with mothers with <75% BPT attendance, final sample, n = 91. n = 108 included, n = 104 randomized, and n = 8 dropped out. Drop-out = 8% of 104 pp, higher drop-out in CWMT than in CWMT-CNTR.	ADHD Rating Scale-IV (ADHD-RS, DuPaul, 1998) mother and teacher report. Executive functioning (BRIEF, Gioia, 2000). Mother-reported: Parenting behavior (APQ, Frick, 1991). Mother–adolescent conflict (CBQ, Robin, 2002). Oppositional behaviors (CBCL, Achenbach, 2001).	No significant differences between conditions on ADHD-symptoms and parenting variables.	No significant differences between conditions on parenting variables. Interaction effect on global functioning showing better outcomes of participant in the control-CWMT + BPT group.	1 −
Bink, 2016 [76]	90 adolescents with ADHD (DSM-IV-TR) aged 12–24 years (mean 16.0; 100% male), 49–52% medicated, no between group differences in medication use at baseline and follow-up.	1-year un-blinded, RCT unbalanced randomization (2:1) stratified randomization for age groups of 12–15, 16–20, and 21–24 years. 25-week neurofeedback training (NF) + treatment as usual (TAU) or 25-week TAU.	NF + TAU, n= 59, 25 weeks of 2–3 weekly 30 min training sessions of a theta/SMR training (Lubar 2003) + At least 5 weeks TAU consisting of regular cognitive–behavioral therapy, systemic therapy, and/or supportive counselling for the adolescent and/or his parent(s). TAU: n = 31, at least 25 weeks of TAU (see above).	ITT analyses on n = 87 (n = 56 NF + TAU, n = 31 TAU) End of treatment NF + TAU: 45 (76%) TAU: 26 (85%) 1-year follow-up 41 (73%) TAU: 19 (61%)	MINI ADHD-subscale (Sheehan et al., 1998). ADHD Rating Scale-IV (ADHD-RS, DuPaul, 1998). Youth Self-Report (YSR, Achenbach, 1991). Neuropsychological measures (computer tasks).	No significant differences between NF + TAU and TAU on all outcome measures.		1 −
Matsudaira, 2015 [78]	75 adolescents with ADHD (DSM-IV) aged 12–16 years (mean 13.7; 100% male), 19.7% psychostimulant medication. No differences between conditions.	12 weeks, DB, RCT placebo-controlled, stratified randomization by day/boarding school and age group (12–14 years and 15–17 years). Long chain-polyunsaturated fatty acid (LC-PUFA) with placebo.	LC-PUFA, n = 38, 12 weeks of daily dose of six LC-PUFA capsules of omega-3 fatty acids (EPA 558 mg and DHA 174 mg), omega-6 fatty acid У-linoleic acid 60 mg, and vitamin E 9.6 mg (in the natural form, α-tocopherol). Placebo, n = 38, 12 weeks of daily dose of placebo (medium chain triglycerides).	“ITT” analyses on n = 69 (LC-PUFA, n = 33, Placebo, n = 36) Per protocol on n = 50 End of treatment: LC-PUFA: 23 (61%) Placebo: 27 (71%)	ADHD measured by Conners’ Teacher Rating Scales (CTRS-L), which assessed each of 59 items of child behavior on a four-point scale (Conners et al., 1998).	No differences in ADHD ratings between LC-PUFA and placebo at 12-weeks of follow-up.		1 −
Ahmed, 2011 [75]	84 adolescents with ADHD (DSM-IV-TR) aged 11–16 years (mean = 13.8; 64% male), medicated: % not reported.	10-week RCT, no details on randomization. 10-week aerobic moderate intensity exercise program (MA exercise) or no intervention. Blinding not reported.	MA Exercise, n = 42, 10 weeks, 3 days a week 40–50 min aerobic sessions and home program parental instruction of 30 min outdoor walking in weekends. No exercise, n = 42, 10 weeks.	No information on completers/drop-out rates. No between group differences on physical characteristics (weight) and outcome measures.	Attention problems, motor skills, task orientation, emotional and oppositional behavior, and academic and classroom behavior: modified Conner’s Rating Scale (Conners, et al., 1998).	Stronger improvement in attention problems in participants who received the MA exercise program compared with the control group.		1 −