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.

行为疗法被认为是针对多动症青少年的循证治疗。迄今为止，没有文献比较和对比现有行为治疗包的内容。本综述通过确定它们之间的差异和共性，探讨了针对 ADHD 青少年的循证行为疗法的异质性。我们对文献进行了系统回顾，并确定了符合我们纳入标准的六种治疗方案。实践元素的定性编码采用蒸馏方法，基于对每个已识别包中的处理材料的审查。实践元素被分类为共同的、共享的或独特的元素。我们总共确定了 22 个实践要素：5 个共同要素、11 个共享要素和 6 个独特要素。共同要素代表技能培训（组织和时间管理技能）和行为管理（技能应用分配、进度监控、奖励使用）要素。共享元素列表主要包括不同的参与和技能泛化组件，旨在支持共同元素的成功。独特的元素主要以技能为基础：社交技能培训和基于同伴的娱乐活动（挑战视野计划）、父母与青少年的沟通培训（支持青少年的自治日报），以及减少注意力分散培训和认知重组（认知行为疗法），但也包括行为修正（挑战视野计划）。针对患有 ADHD 的青少年的循证心理社会治疗有很大的重叠，并且包括比独特元素更常见和共享的元素。在青春期，ADHD 心理社会疗法代表混合训练和行为管理干预。基于社区的循证治疗调整应保留共同要素，并考虑模块化实施共享和独特要素。