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Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and

Treatment (4th ed.)

Article  in  Cognitive Behaviour Therapy · October 2015

DOI: 10.1080/16506073.2015.1073786

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Will H Canu Laura D. Eddy

Appalachian State University University of North Carolina at Greensboro
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Canu, W. H., & Eddy, L. E. (2015). Attention-Deficit Hyperactivity Disorder: A
Handbook for Diagnosis and Treatment (4th ed.). Cognitive Behaviour Therapy,
44, 526. doi: 10.1080/16506073.2015.1073786

Article in final publication format available at the Cognitive Behaviour Therapy website,
http://www.tandfonline.com/loi/sbeh20#.VpPZxFIZ0Zw
 BOOK REVIEW

Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th

edition). Russell A. Barkley. New York: Guilford, 2015. pp. 898 ISBN: 978-1-4625-
1772-5

The existent literature on attention-deficit/hyperactivity disorder (ADHD) is

enormous, and books that adequately take on the review of its full scope are few. This
newly released revision represents a significant update and expansion from its previous
edition that, along with prior iterations, has served as just such a comprehensive primer.

Broadly, this reference documents the state of the science regarding the nature of
ADHD and methods for assessment of and intervention with affected children,
adolescents, and adults. The book is rich in its coverage of etiological theory and the
impact that ADHD has on individuals across domains and development. The two most
notable changes in this edition are the breadth of topics addressed and the wider panel of
contributors that Barkley enlists to lend their related expertise (52, as compared to 21 in
the prior edition). Mirroring the field, greater emphasis is notably put on: (a) increasingly
supported core dysfunctions associated with ADHD (e.g., emotional dysregulation,
executive dysfunction); (b) the manifestation, assessment, and treatment of ADHD in the
adult population; (c) and novel and refined means and targets of intervention (e.g., in
social skills training, dietary management, executive functioning training, driving risk
intervention, couples counseling). Barkley also takes the opportunity to delineate the
case for recognizing a distinct disorder of attention, namely concentration deficit
disorder, which has largely been researched as sluggish cognitive tempo in the past.

The diverse chapters in the book find similarity in their effective empirical and
critical approach and a format of concluding with a useful “key clinical points” section.
In fact, many (e.g., social skills training for youth, driving risk intervention for teens,
cognitive-behavioural therapies for adults) read like a sort of “how to” guide that, while
necessarily lacking detailed session-to-session protocols, provide critical guidance for
clinicians and researchers alike. Another potentially helpful feature of the book is that
chapters are more narrowly focused, such that a reader with interests in a specific topic
will have to search less for appropriate information. This is especially true with regards
to topics related to adult ADHD, which now is focused on in 11 chapters where
previously there were just 4. While it may be unfair to single out specific topics within
this compendium that are particularly meritorious, several highlights include (a) Amori
Mikami’s case for new social skills training approaches that focus on parents and
teachers instead of children themselves, (b) Mary Solanto’s focused treatment of
executive dysfunction in adults with ADHD, (c) Laura Knouse’s excellent review of
cognitive-behavioural approaches to treating ADHD in adults, and (d) Barkley’s own
reviews of the history and potential etiological underpinnings of the disorder.

Overall, we conclude that this reference is a must-have for practitioners,

researchers, and graduate students with a professional interest in ADHD, incorporating
approximately the last decade’s advances to its previous editions comprehensive
 treatment of the history and nature of this disorder. We predict that you will find yourself
reaching for it time and time again, and greatly appreciate having its wealth of
information at your fingertips.

Will H. Canu
Department of Psychology, Appalachian State University, 222 Joyce Lawrence
University, Boone, NC 28608

Laura D. Eddy
Psychology Department, Virginia Commonwealth University

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