A Randomized Controlled Trial of a School-Implemented School–Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment

Pfiffner, Linda J.; Rooney, Mary; Haack, Lauren M.; Villodas, Miguel T.; Delucchi, Kevin; McBurnett, Keith

doi:10.1016/j.jaac.2016.05.023

Cited by 54 publications

(73 citation statements)

References 26 publications

(26 reference statements)

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“…Future research should extend beyond this efficacy trial to examining effectiveness in community settings. As an example, the Collaborative Life Skills Program (CLS; Pfiffner et al, 2011) utilizes existing school staff to implement treatment components adapted from CLAS and shows evidence of feasibility, acceptability and efficacy (Pfiffner, Rooney, Haack, Delucchi, Villodas, & McBurnett, in press). …”

Section: Discussionmentioning

confidence: 99%

Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD, Predominantly Inattentive Presentation

Haack

Villodas

McBurnett

et al. 2016

J Abnorm Child Psychol

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We investigated whether parenting and child behavior improve following psychosocial treatment for Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation (ADHD-I) and whether parenting improvements mediate child outcomes. We analyzed data from a randomized clinical trial investigating the efficacy of a multicomponent psychosocial intervention (Child Life and Attention Skills, CLAS, n = 74) in comparison to Parent-Focused Treatment (PFT, n = 74) and treatment as usual (TAU, n = 51) for youth with ADHD-I (average child age = 8.6 years, range 7-11 years, 58% boys). Child and parent/family functioning were assessed prior to treatment, immediately following treatment, and at follow-up into the subsequent school year using parent and teacher reports of inattention, organization, social skills, academic competency (teachers only), parenting daily hassles, and positive and negative parenting behaviors (parents only). Both treatment groups improved on negative parenting and home impairment, but only CLAS families also improved on positive parenting as well as academic impairment. Improvements in positive and negative parenting mediated treatment effects on child impairment independent of improvements in child inattention, implicating parenting as an important mechanism of change in psychosocial treatment for ADHD-I. Further, whereas parent-focused training produces improvements in negative parenting and impairment at home for children with ADHD-I, a multicomponent approach (incorporating child skills training and teacher consultation) more consistently produces improvements at school and in positive parenting, which may contribute to improvements in social skills into the next school year.

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Section: Discussionmentioning

confidence: 99%

Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD, Predominantly Inattentive Presentation

Haack

Villodas

McBurnett

et al. 2016

J Abnorm Child Psychol

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“…Eight studies assessed neurofeedback interventions (Omizo, ,b; Rivera & Omizo, ; Omizo & Michael, ; Denkowski et al., ; Denkowski & Denkowski, ; Steiner et al., , ). Unlike the eight combined intervention studies, effect sizes here were typically small or negligible.…”

Section: Systematic Review Findingsmentioning

confidence: 99%

“…Table 4 shows how many studies contributed to effect sizes across the different interventions, outcomes and raters. (McGraw et al, 2004;Molina et al, 2008;Seeley et al, 2009;Evans et al, 2011Evans et al, , 2014Evans et al, , 2016Looyeh et al, 2012;Pfiffner et al, 2016) . Four of these interventions were versions of the Challenging Horizons Programme (Molina et al, 2008;Evans et al, 2011Evans et al, , 2014Evans et al, , 2016.…”

Section: Meta-analysismentioning

confidence: 99%

“…The eight combined interventions most often included study and organisational skills training, with five studies including this component (Molina et al, 2008;Evans et al, 2011Evans et al, , 2014Evans et al, , 2016Pfiffner et al, 2016). However, they all also included social skills training, which was not seen as a category on its own.…”

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confidence: 99%

“…The combined interventions that did not include study and organisational skills training either included selfmonitoring and another component (McGraw et al, 2004;Looyeh et al, 2012) or a daily report card with parent training and behaviour modification strategies (Seeley et al, 2009). Across the combined interventions, five studies included behaviour modification strategies (Molina et al, 2008;Seeley et al, 2009;Evans et al, 2011Evans et al, , 2016Pfiffner et al, 2016 The three studies investigating cognitive training all used different computer programs measuring impact on cognitive skills and ADHD symptoms in particular. (Steiner et al, 2011(Steiner et al, , 2014aEgeland et al, 2013)…”

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confidence: 99%

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School‐based interventions for attention‐deficit/hyperactivity disorder: A systematic review with multiple synthesis methods

Moore

Russell

Matthews

et al. 2018

Review of Education

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Non‐pharmacological interventions for attention‐deficit/hyperactivity disorder are useful treatments, but it is unclear how effective school‐based interventions are for a range of outcomes and which features of interventions are most effective. This paper systematically reviews randomised controlled trial evidence of the effectiveness of interventions for children with ADHD in school settings. Three methods of synthesis were used to explore the effectiveness of interventions, whether certain types of interventions are more effective than others and which components of interventions lead to effective academic outcomes. Twenty‐eight studies (n = 1807) were included in the review. Eight types of interventions were evaluated and a range of different ADHD symptoms, difficulties and school outcomes were assessed across studies. Meta‐analyses demonstrated beneficial effects for interventions that combine multiple features (median effect size g = 0.37, interquartile range 0.32, range 0.09–1.13) and suggest some promise for daily report card interventions (median g = 0.62, IQR = 0.25, range 0.13–1.62). Meta‐regression analyses did not give a consistent message regarding which types of interventions were more effective than others. Finally, qualitative comparative analysis demonstrated that self‐regulation and one‐to‐one intervention delivery were important components of interventions that were effective for academic outcomes. These two components were not sufficient though; when they appeared with personalisation for individual recipients and delivery in the classroom, or when interventions did not aim to improve child relationships, interventions were effective. This review provides updated information about the effectiveness of non‐pharmacological interventions specific to school settings and gives tentative messages about important features of these interventions for academic outcomes.

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Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years

Storebø

Elmose

Skoog

et al. 2019

Cochrane Database of Systematic Reviews

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A Randomized Controlled Trial of a School-Implemented School–Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment

Cited by 54 publications

References 26 publications

Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD, Predominantly Inattentive Presentation

Parenting as a Mechanism of Change in Psychosocial Treatment for Youth with ADHD, Predominantly Inattentive Presentation

School‐based interventions for attention‐deficit/hyperactivity disorder: A systematic review with multiple synthesis methods

Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years

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