Modular Approach to Therapy for Children with Anxiety, Depression, Trauma or Conduct Problems

Mental Health In-home Parent Skill-Based Does Not Currently Meet Criteria

Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC) is an individual therapy program designed for children ages 5–15 experiencing ADTC challenges and their parents or caregivers. MATCH-ADTC aims to increase child and parent skills to manage the child’s mental health and reduce their symptoms.

 

MATCH-ADTC has 33 therapeutic modules across the four possible primary focus areas (anxiety, depression, traumatic stress, and conduct problems), representing 18 distinct practice areas. Each module includes step-by-step instructions, activities, and resources. Therapists select and deliver modules over multiple therapy sessions. To organize individualized treatment plans, therapists use flowcharts that suggest a narrow selection of modules aligned with the primary focus area and the child’s specific needs. Therapists may add modules from different focus areas to address any co-occurring concerns. At each session, therapists assess progress towards completing each module’s goals.Children and parents complete practice assignments between sessions.

 

In cases where anxiety, depression, or traumatic stress are the primary focus, therapists work mostly with the child. Therapists work to help children manage their mental health by identifying body sensations and behavioral responses. Therapists demonstrate skills to self-monitor, control responses, and manage symptoms and practice these new skills with the child through exposure or role-play. At the end of each session, therapists briefly share concepts discussed with parents. Early in treatment, parents participate in a single module to learn how to help their child succeed. For traumatic stress, therapists engage parents and children together in an effort to process the trauma and to create a safety plan.

 

In cases where conduct problems are the primary focus, therapists work mostly with the parents. Therapists get the parents’ perspective on their child’s behavior and try to help them better understand disruptive behavior. Therapists show parents techniques to manage behavior, such as engaging in one-on-one time, giving effective instructions, using rewards and consequences, and implementing a daily school behavior report that links behaviors at school to those at home. Together, therapists and parents create a plan to prevent misbehavior in high-risk situations. At the end of each session, therapists briefly share concepts discussed with the child. Parents and children may practice new skills directly in joint therapy sessions. 


MATCH-ADTC does not currently meet criteria to receive a rating because no studies of the program achieved a rating of moderate or high on design and execution.


Date Last Reviewed (Handbook Version 2.0): Jul 2025

Date Program or Service Description Last Updated: Jul 2025

Date Originally Reviewed (Handbook Version 2.0): Jul 2025


Sources

The following sources informed the program or service description, target population, and program or service delivery and implementation information: the program or service manual, the program or service developer’s website, and the California Evidence-Based Clearinghouse for Child Welfare.


This information does not necessarily represent the views of the program or service developers. For more information on how this program or service was reviewed, download the Handbook of Standards and Procedures, Version 2.0

Target Population

MATCH-ADTC is designed for children ages 5–15 with anxiety, depression, trauma, or conduct problems and their parents or caregivers. 

Dosage

Therapists typically deliver MATCH-ADTC in weekly 1-hour sessions, though therapists and parents may determine session frequency together. Depending on the child’s needs, therapists may conduct sessions primarily with the child, primarily with the parents, or with the child and parents together. A child or parent has completed the program when they meet specific outcome criteria indicating they can maintain new skills on their own. The average program duration is seven months, though duration depends on outcome criteria assessments, number of modules delivered, and any co-occurring concerns.  

Location/Delivery Setting
Recommended Locations/Delivery Settings

Therapists deliver MATCH-ADTC in clinical and community-based settings. 

Education, Certifications and Training

MATCH-ADTC therapists should have credentials allowing therapeutic service and direct service experience working with children and families coping with anxiety, depression, trauma, or disruptive behavior. Therapists include providers such as marriage and family therapists, professional counselors, social workers, and others who deliver psychiatric care. 

Optional training and certification are available for MATCH-ADTC. Therapists can participate in a 5-day online training on the core MATCH-ADTC components. Certification includes the 5-day online training, a portfolio review, 18 1-hour consultation meetings following the training and 30 hours of optional continuing education courses. Agency supervisor certification is available and includes consultation meetings with the developer for at least 6 months.

Program or Service Documentation
Book/Manual/Available documentation used for review

There are two manuals that can be used to implement MATCH-ADTC: 

  • Chorpita, B. F., & Weisz, J. R. (2009). Modular approach to therapy for children with anxiety, depression, trauma, or conduct problems (MATCH-ADTC). [Book]. PracticeWise.
  • Chorpita, B. F., & Weisz, J. R. (2009). Modular approach to therapy for children with anxiety, depression, trauma, or conduct problems (MATCH-ADTC). [Computer software]. PracticeWise.

Available languages

The MATCH-ADTC manual is available in English, French, and German. Other MATCH-ADTC materials are available in English, French, German, and Spanish. 

Other supporting materials

MATCH-ADTC Training and Professional Development  

Sample MATCH-ADTC Module 

For More Information

Website: https://welcome.practicewise.com/product/modular-approach-to-therapy-for-children-match-adtc/  

Phone: (321) 426-4109 

Email: support@practicewise.com 


Note: The details on Dosage; Location; Education, Certifications, and Training; Other Supporting Materials; and For More Information sections above are provided to website users for informational purposes only. This information is not exhaustive and may be subject to change.

Results of Search and Review Number of Studies Identified and Reviewed for Modular Approach to Therapy for Children with Anxiety, Depression, Trauma or Conduct Problems
Identified in Search 22
Eligible for Review 4
Rated High 0
Rated Moderate 0
Rated Low 4
Reviewed Only for Risk of Harm 0

Sometimes study results are reported in more than one document, or a single document reports results from multiple studies. Studies are identified below by their Prevention Services Clearinghouse study identification numbers. To receive a rating of supported or well-supported, the favorable evidence for a program or service must have been obtained from research conducted in a usual care or practice setting.


Studies Rated Low

Study 15311

Chorpita, B. F., Park, A. L., Levy, M. C., Chiu, A. W., Tsai, K. H., Daleiden, E. L., Ward, A. M., Cromley, T., Letamendi, A. M., & Krull, J. L. (2017). Child STEPs in California: A cluster randomized effectiveness trial comparing modular treatment with community implemented treatment for youth with anxiety, depression, conduct problems, or traumatic stress. Journal of Consulting & Clinical Psychology, 85(1), 13-25. https://doi.org/10.1037/ccp0000133

Guan, K., Kim, R. E., Rodas, N. V., Brown, T. E., Gamarra, J. M., Krull, J. L., & Chorpita, B. F. (2019). Emergent life events: An in-depth investigation of characteristics and provider responses during youth evidence-based treatment. Journal of Clinical Child & Adolescent Psychology, 48(6), 906-921. https://doi.org/10.1080/15374416.2018.1496441

Saifan, D., Kataoka, S., & Chorpita, B. F. (2021). Traumatic stress as a treatment priority: Its prevalence and impact on children's mental health services. Child & Family Behavior Therapy, 43(3), 133-160. https://doi.org/10.1080/07317107.2021.1940581

This study received a low rating because none of the target outcomes met measurement standards.
Study 15316

Hukkelberg, S. S., Torsheim, T., Nordahl, K. B., Bringedal, G. E., Rajah, S., Hagen, K. A., Kjobli, J., Rognstad, K., Ugueto, A. M., Bearman, S. K., & Weisz, J. (2024). The Modular Approach to Therapy for Youths with Anxiety, Depression, Trauma, and Conduct Problems (MATCH): Results from the Norwegian randomized-controlled trial. BMC psychology, 12(1), 569. https://doi.org/10.1186/s40359-024-02082-0

Hagen, K. A., Olseth, A. R., Laland, H., Rognstad, K., Apeland, A., Askeland, E., Taraldsen, K., Christensen, B., Kjobli, J., Ugueto, A. M., Bearman, S. K., & Weisz, J. (2019). Evaluating Modular Approach to Therapy for Children with Anxiety, Depression, Trauma and Conduct Problems (MATCH-ADCT) in Norwegian child and adolescent outpatient clinics: Study protocol for a randomized controlled trial. Trials, 20(1), 16-16. https://doi.org/10.1186/s13063-018-3074-9

This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.
Study 15328

Weisz, J. R., Bearman, S. K., Ugueto, A. M., Herren, J. A., Evans, S. C., Cheron, D. M., Alleyne, A. R., Weissman, A. S., Tweed, J. L., Pollack, A. A., Langer, D. A., Southam-Gerow, M. A., Wells, K. C., & Jensen-Doss, A. (2020). Testing robustness of child STEPs effects with children and adolescents: A randomized controlled effectiveness trial. Journal of Clinical Child & Adolescent Psychology, 49(6), 883-896. https://doi.org/10.1080/15374416.2019.1655757

This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.
Study 15318

Merry, S. N., Hopkins, S., Lucassen, M. F. G., Stasiak, K., Weisz, J. R., Frampton, C. M. A., Bearman, S. K., Ugueto, A. M., Herren, J., Cribb-Su'a, A., Kingi-Uluave, D., Loy, J., Hartdegen, M., & Crengle, S. (2020). Effect of clinician training in the modular approach to therapy for children vs usual care on clinical outcomes and use of empirically supported treatments: A randomized clinical trial. JAMA Network Open, 3(8), Article e2011799. https://doi.org/10.1001/jamanetworkopen.2020.11799

Lucassen, M. F. G., Stasiak, K., Crengle, S., Weisz, J. R., Frampton, C. M. A., Bearman, S. K., Ugueto, A. M., Herren, J., Cribb-Su'a, A., Faleafa, M., Kingi-'Ulu'ave, D., Loy, J., Scott, R. M., Hartdegen, M., & Merry, S. N. (2015). Modular Approach to Therapy for Anxiety, Depression, Trauma, or Conduct Problems in outpatient child and adolescent mental health services in New Zealand: Study protocol for a randomized controlled trial. Trials, 16(1), 1-12. https://doi.org/10.1186/s13063-015-0982-9

This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.


Studies Not Eligible for Review

Study 15307

Bennett, S. D., Cross, J. H., Chowdhury, K., Ford, T., Heyman, I., Coughtrey, A. E., Dalrymple, E., Byford, S., Chorpita, B., Fonagy, P., Moss-Morris, R., Reilly, C., Smith, J. A., Stephenson, T., Varadkar, S., Blackstone, J., Quartly, H., Hughes, T., Lewins, A., Moore, E., Walji, F., Welch, A., Whelan, E., Zacharia, A., D'Oelsnitz, A., Shah, M., Xu, L., Vezyroglou, A., Mitchell, K., Nizza, I. E., Ganguli, P., & Shafran, R. (2024). Clinical effectiveness of the psychological therapy Mental Health Intervention for Children with Epilepsy in addition to usual care compared with assessment-enhanced usual care alone: a multicentre, randomised controlled clinical trial in the UK. The Lancet, 403(10433), 1254-1266. https://doi.org/10.1016/S0140-6736(23)02791-5

Bennett, S. D., Cross, J. H., Coughtrey, A. E., Heyman, I., Ford, T., Chorpita, B., Moss-Morris, R., Byford, S., Dalrymple, E., Reilly, C., Stephenson, T., Doré, C., Varadkar, S., Blackstone, J., Chowhury, K., Ganguli, P., Deane, L., MICE Study Team, & Shafran, R. (2021). M.I.C.E—Mental Health Intervention for Children with Epilepsy: a randomised controlled, multi-centre clinical trial evaluating the clinical and cost-effectiveness of MATCH-ADTC in addition to usual care compared to usual care alone for children and young people with common mental health disorders and epilepsy—study protocol. Trials, 22, Article 132. https://doi.org/10.1186/s13063-020-05003-9

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15308

Cheron, D. M., Becker-Haimes, E. M., Stern, H. G., Dwight, A. R., Stanick, C. F., Chiu, A. W., Daleiden, E. L., & Chorpita, B. F. (2022). Assessing practical implementation of modular psychotherapy for youth in community-based settings using benchmarking. Implementation Research and Practice, 3. https://doi.org/10.1177/26334895221115216

This study is ineligible for review because it does not use an eligible comparison condition (Handbook Version 2.0, Section 4.1.7)

Study 15309

Chiu, A. W., Langer, D. A., McLeod, B. D., Hat, K., Drahota, A., Galla, B. M., Jacobs, J., Ifekwunigwe, M., & Wood, J. J. (2013). Effectiveness of modular CBT for child anxiety in elementary schools. School Psychology Quarterly, 28(2), 141-153. https://doi.org/10.1037/spq0000017

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15310

Chorpita, B. F., Taylor, A. A., Francis, S. E., Moffitt, C., & Austin, A. A. (2004). Efficacy of modular cognitive behavior therapy for childhood anxiety disorders. Behavior Therapy, 35(2), 262-287. https://doi.org/10.1016/S0005-7894(04)80039-X

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15312

Ebesutani, C. K., Helmi, K., Fierstein, M., Taghizadeh, M. E., & Chorpita, B. F. (2016). A pilot study of modular cognitive-behavioral therapy and cognitive-behavioral hypnotherapy for treating anxiety in Iranian girls. International Journal of Cognitive Therapy, 9(1), 13-37. https://doi.org/10.1521/ijct_2016_09_01

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15313

Friedberg, R. D. (2017). Care for a change? Tiered CBT for youth. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 35(3), 296-313. https://doi.org/10.1007/s10942-016-0260-0

This study is ineligible for review because it does not use an eligible study design (Handbook Version 2.0, Section 4.1.5)

Study 15314

Galla, B., Wood, J., Chiu, A., Langer, D., Jacobs, J., Ifekwunigwe, M., & Larkins, C. (2012). One year follow-up to modular cognitive behavioral therapy for the treatment of pediatric anxiety disorders in an elementary school setting. Child Psychiatry & Human Development, 43(2), 219-226. https://doi.org/10.1007/s10578-011-0258-x

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15315

Harmon, S. L., Price, M. A., Corteselli, K. A., Lee, E. H., Metz, K., Bonadio, F. T., Hersh, J., Marchette, L. K., Rodriguez, G. M., Raftery-Helmer, J., Thomassin, K., Bearman, S. K., Jensen-Doss, A., Evans, S. C., & Weisz, J. R. (2021). Evaluating a Modular Approach to Therapy for Children With Anxiety, Depression, Trauma, or Conduct Problems (MATCH) in school-based mental health care: Study protocol for a randomized controlled trial. Frontiers in Psychology, 12, Article 639493. https://doi.org/10.3389/fpsyg.2021.639493

This study is ineligible for review because it does not use an eligible study design (Handbook Version 2.0, Section 4.1.5)

Study 15317

Kolko, D. J., Dorn, L. D., Bukstein, O. G., Pardini, D., Holden, E. A., & Hart, J. (2009). Community vs. clinic-based modular treatment of children with early-onset ODD or CD: A clinical trial with 3-year follow-up. Journal of Abnormal Child Psychology, 37(5), 591-609. https://doi.org/10.1007/s10802-009-9303-7

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15319

Kolko, D. J., Campo, J., Kilbourne, A. M., Hart, J., Sakolsky, D., & Wisniewski, S. (2014). Collaborative care outcomes for pediatric behavioral health problems: a cluster randomized trial. Pediatrics, 133(4), e981–e992. https://doi.org/10.1542/peds.2013-2516

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15320

Orlando, C. M., Caron, E. B., Smith, I. C., Harrison, T. J., Pella, J. E., & Ginsburg, G. S. (2022). Therapist-and therapy-related predictors of outcomes in a randomized controlled trial of school-based treatments for pediatric anxiety. Journal of Behavioral and Cognitive Therapy, 32(3), 171-182. https://doi.org/10.1016/j.jbct.2022.03.001

Pella, J. E., Ginsburg, G. S., Casline, E., Pikulski, P. J., & Drake, K. L. (2018). Children's perceptions of barriers to session attendance in school-based treatment for anxiety. School Mental Health, 10(4), 417-427. https://doi.org/10.1007/s12310-018-9253-8

Ginsburg, G. S., Pella, J. E., Pikulski, P. J., Tein, J. Y., & Drake, K. L. (2020). School-Based Treatment for Anxiety Research Study (STARS): A randomized controlled effectiveness trial. Journal of Abnormal Child Psychology, 48(3), 407-417. https://doi.org/10.1007/s10802-019-00596-5

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15322

Shafran, R., Bennett, S., Coughtrey, A., Welch, A., Walji, F., Cross, J. H., Heyman, I., Sibelli, A., Smith, J., Ross, J., Dalrymple, E., Varadkar, S., Moss-Morris, R., & Team, M. R. S. (2020). Optimising evidence-based psychological treatment for the mental health needs of children with epilepsy: Principles and methods. Clinical Child & Family Psychology Review, 23(2), 284-295. https://doi.org/10.1007/s10567-019-00310-3

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15323

Storch, E. A., Arnold, E. B., & Lewin, A. B. (2013). The effect of cognitive-behavioral therapy versus treatment as usual for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 52(2), 132-142. https://doi.org/10.1016/j.jaac.2012.11.007

Storch, E. A., Lewin, A. B., Collier, A. B., Arnold, E., De Nadai, A. S., Dane, B. F., Nadeau, J. M., Mutch, P. J., & Murphy, T. K. (2015). A randomized controlled trial of cognitive-behavioral therapy versus treatment as usual for adolescents with autism spectrum disorders and comorbid anxiety. Depression and Anxiety, 32(3), 174-181. https://doi.org/10.1002/da.22332

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15325

Weisz, J. R., Chorpita, B. F., Palinkas, L. A., Schoenwald, S. K., Miranda, J., & Bearman, S. K. (2011). Testing standard and modular designs for psychotherapy with youth depression, anxiety, and conduct problems: A randomized effectiveness trial. Archives of General Psychiatry, 69(3), 274-282. https://doi.org/10.1001/archgenpsychiatry.2011.147

Chorpita, B. F., Daleiden, E. L., Palinkas, L. A., Higa-McMillan, C. K., Austin, A. A., Ward, A., Gibbons, R. D., Weisz, J. R., Schoenwald, S. K., Miranda, J., Nakamura, B. J., Borntrager, C. F., & Wells, K. C. (2013). Long-term outcomes for the child STEPs randomized effectiveness trial: A comparison of modular and standard treatment designs with usual care. Journal of Consulting & Clinical Psychology, 81(6), 999-1009. https://doi.org/10.1037/a0034200

Evans, S. C., Weisz, J. R., Carvalho, A. C., Garibaldi, P. M., Bearman, S. K., & Chorpita, B. F. (2020). Effects of standard and modular psychotherapies in the treatment of youth with severe irritability. Journal of Consulting & Clinical Psychology, 88(3), 255-268. https://doi.org/10.1037/ccp0000456

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)

Study 15326

Weisz, J. R. (2015). Bridging the research-practice divide in youth psychotherapy: The deployment-focused model and transdiagnostic treatment. Verhaltenstherapie, 25(2), 129-132. https://doi.org/10.1159/000430432

This study is ineligible for review because it does not use an eligible study design (Handbook Version 2.0, Section 4.1.5)

Study 15327

Thomassin, K., Marchette, L. K., & Weisz, J. R. (2019). Practitioners' use and evaluation of transdiagnostic youth psychotherapy years after training and consultation have ended. Administration & Policy in Mental Health & Mental Health Services Research, 46(6), 821-832. https://doi.org/10.1007/s10488-019-00962-x

Weisz, J. R., Ugueto, A. M., Herren, J., Marchette, L. K., Bearman, S. K., Lee, E. H., Thomassin, K., Alleyne, A., Cheron, D. M., Tweed, J. L., Hersh, J., Raftery-Helmer, J. N., Weissman, A. S., & Jensen-Doss, A. (2018). When the torch is passed, does the flame still burn? Testing a "train the supervisor" model for the child STEPs treatment program. Journal of Consulting and Clinical Psychology, 86(9), 726-737. https://doi.org/10.1037/ccp0000331

This study is ineligible for review because it does not use an eligible comparison condition (Handbook Version 2.0, Section 4.1.7)

Study 15329

Weisz, J. R., Thomassin, K., Hersh, J., Santucci, L. C., MacPherson, H. A., Rodriguez, G. M., Bearman, S. K., Lang, J. M., Vanderploeg, J. J., Marshall, T. M., Lu, J. J., Jensen-Doss, A., & Evans, S. C. (2020). Clinician training, then what? Randomized clinical trial of child STEPs psychotherapy using lower-cost implementation supports with versus without expert consultation. Journal of Consulting & Clinical Psychology, 88(12), 1065-1078. https://doi.org/10.1037/ccp0000536

This study is ineligible for review because it does not use an eligible comparison condition (Handbook Version 2.0, Section 4.1.7)

Study 15330

Wood, J. J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology, 50(3), 224-234. https://doi.org/10.1111/j.1469-7610.2008.01948.x

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)