HENRIETTA

Background/Aim: Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition associated with inattention, hyperactivity, and impulsivity, often leading to academic, social, and occupational difficulties. While pharmacological treatments are widely used, challenges such as suboptimal adherence and limited access highlight the need for complementary psychosocial interventions. Motivational Interviewing (MI), a client-centred counselling approach, has shown potential in enhancing intrinsic motivation, improving treatment adherence, and supporting behavioural change. However, no scoping review has comprehensively synthesized evidence on the use of MI for adolescents and adults with ADHD. This review aimed to map and synthesise existing studies on MI in ADHD management, focusing on outcomes assessed, intervention formats, delivery modes, and providers. Methods: A comprehensive literature search was conducted in databases including MEDLINE, EMBASE, PsycINFO, Cochrane Central, CINAHL, Web of Science Core Collections, and AJOL for studies published in English Language. Eligible studies included adolescents (10–19 years) and adults (≥19 years) diagnosed with ADHD and receiving MI as a stand-alone or adjunct intervention. Protocols, commentaries, abstracts, and non-English studies were excluded. Screening and data extraction were conducted independently by two reviewers, with discrepancies resolved by consensus. Results were summarised using descriptive tables and narrative synthesis, adhering to the PRISMA-ScR framework. Results: From 390 records identified, 6 studies met the inclusion criteria. Five were randomized controlled trials and one was a follow-up study, primarily evaluating the Supporting Teens’ Autonomy Daily (STAND) programme, which integrates MI with behavioural skills training. All studies include adolescents with none on adults and was carried out only in United States of America. Outcomes commonly assessed included ADHD symptom severity, treatment adherence, organization, and academic/ functional skills. Clinic-based trials demonstrated that MI enhanced symptom management, organizational skills, and medication adherence. Community-based studies showed mixed results, with improvements mainly in medication engagement and conduct problems rather than core ADHD symptoms. Conclusion: This review highlights the emerging role of MI as a promising adjunctive intervention for adolescents with ADHD, particularly in enhancing medication adherence and functional skills. However, evidence remains limited, geographically narrow, and focused only on adolescents, leaving significant gaps regarding its application in adults. Future research should diversify populations and context management.