Implementing Parent-Teen Motivational Interviewing + Behavior Therapy for ADHD in Community Mental Health

Sibley, Margaret H.; Graziano, Paulo A.; Bickman, Leonard; Coxe, Stefany; Martín, Pablo Martínez; Rodriguez, Lourdes; Fallah, Niloofar; Ortiz, Mercedes

doi:10.1007/s11121-020-01105-7

Cited by 18 publications

(10 citation statements)

References 66 publications

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“…Autism spectrum disorders and intellectual disability (IQ < 70) were exclusionary (participants with other comorbidities were included). The ADHD TIDAL dataset includes four studies (Sibley et al., 2016, 2018, 2020; Sibley, Rodriguez, Coxe, Page, & Espinal, 2019), so all analyses are conducted within a fixed effects IDA framework (Curran & Hussong, 2009).…”

Section: Methodsmentioning

confidence: 99%

Presenting problem profiles for adolescents with ADHD: differences by sex, age, race, and family adversity

Coxe

Sibley

Becker

2020

Child Adoles Ment Health

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Background Adolescents with attention‐deficit/hyperactivity disorder (ADHD) experience developmentally distinct challenges from children and adults with ADHD. Yet no work in this age group identifies treatment‐related phenotypes that can inform treatment matching, development of tailored treatments, and screening efforts. Method This study uses Latent Profile Analysis to detect unique presenting problem profiles among adolescents with ADHD and to test whether these profiles differ by key individual characteristics (age, sex, race, family adversity level). Participants were 854 ethnically diverse adolescents (ages 10–17) from the ADHD Teen Integrative Data Analysis Longitudinal (TIDAL) dataset who were assessed at clinical referral. Parent, adolescent, and teacher ratings, educational testing, and school records measured eight key presenting problems at intake. Results A three‐profile solution emerged. ADHD simplex (63.7%) was characterized by a mix of the ADHD‐Inattentive and ADHD‐Combined subtypes, moderate impairment levels, and infrequent comorbidities. ADHD + internalizing (11.4%) was characterized by higher likelihood of comorbid anxiety and/or depression. The disruptive/disorganized ADHD (24.9%) profile was characterized by severe organization, time management, and planning (OTP) problems, the ADHD‐Combined subtype, and frequent disruptive behavior at school. Age did not vary across these phenotypes. More females were present in the ADHD + internalizing phenotype; males were more likely to be found in the disruptive/disorganized ADHD phenotype. Higher family adversity and African American race were associated with the disruptive/disorganized ADHD phenotype. Conclusions Adolescents with ADHD demonstrate varying presenting problem phenotypes that vary by sex, family adversity, and race/ethnicity. Consideration of these phenotypes may inform treatment matching and efforts to improve screening among under‐diagnosed groups.

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Section: Methodsmentioning

confidence: 99%

Presenting problem profiles for adolescents with ADHD: differences by sex, age, race, and family adversity

Coxe

Sibley

Becker

2020

Child Adoles Ment Health

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“…An examination of community-based therapists' use of MI and behavior therapy indicated real-world acceptability of this therapeutic approach as well as the supervision for implementation and adequate real-world fidelity to specific phases of the intervention, but limited sustained fidelity across sessions (Sibley et al, 2021). Similarly addressing the issue of fidelity in real-world settings, Small et al (2021) demonstrated that within-coach variability in MI fidelity far exceeded between-coach variability, suggesting a similar challenge identified by Sibley and colleagues (i.e., attaining consistently high levels of fidelity across sessions).…”

Section: Contributions Of and Future Directions Inspired By This Special Issuementioning

confidence: 99%

“…The current paper serves to introduce a special issue of Prevention Science, entitled Optimizing the Implementation and Effectiveness of Preventive Interventions through Motivational Interviewing. The purpose of this special issue is to fill these and other research gaps by answering several key questions, including (1) how to ensure positive impacts can be attained through appropriate training and supervision (see Frey et al, 2021) and the transportability of MI into real-world settings (Sibley et al, 2021;Small et al, 2021); (2) how MI can be used to create openness to training in and implementation of EBIs (Larson et al, 2021) and promote adult (Berkel et al, 2021) and youth (Terry et al, 2021) "client" engagement in EBIs; (3) empirically examining core MI principles (e.g., that motivation is dynamic, modifiable, and varies based on context and interpersonal relationships; Thompson et al, 2021) and mechanisms (e.g., how specific MI strategies or tools relate to outcomes; Berkel et al, 2021;Lee et al, 2021;Owens et al, 2021; associations between MI implementer and participant talk within contexts other than substance use counseling; Pas et al, 2021; and the indirect effects of MI interventions on distal outcomes through proximal outcomes; Stormshak et al, 2021); (4) measures of MI fidelity (Pas et al, 2021;Sibley et al, 2021;Small et al, 2021); and (5) adaptations and applications of MI among new populations, within new or understudied contexts, or for new target outcomes (e.g., Lee et al, 2021;Stormshak et al, 2021;Suldo et al, 2021;Terry et al, 2021).…”

mentioning

confidence: 99%

Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing

Pas

Bradshaw

2021

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The barriers to creating systems and individual change to support effective preventive interventions are well documented across a variety of settings, including mental health treatment gaps in community practice settings and in schools (Cook et al., 2019;Fagan et al., 2019;Owens et al., 2014;Proctor et al., 2009). These implementation challenges occur counter to the ever-growing research base indicating the efficacy of preventive interventions (Catalano et al., 2012;Gottfredson et al., 2015; National Research Council & Institute of Medicine, 2009) as well the growing prevalence of many public health concerns in the last decade (Fagan et al., 2019). Implementation of evidence-based interventions (EBIs), including practices, programs, and policies, within complex systems requires an ecological approach that addresses barriers and facilitators at multiple levels including a top-down (e.g., policy, funding) and bottom-up (e.g., personlevel) approach (Fagan et al., 2019). Resistance and lacking fidelity to EBIs occurs at the person level and is an important area to consider in optimizing EBI implementation. Not surprisingly, readiness, awareness of and attitudes supportive of EBIs, capacity to implement, and leadership have all been identified as key factors impacting the widespread, effective use of EBIs across public systems (i.e., behavioral health, child welfare, education, juvenile justice, and public health; Fagan et al., 2019). Despite emerging type 2 translational research that contributes to the field's understanding of how to promote the adoption, implementation, and sustainment of EBIs in complex, real-world settings, there is still a need for * Elise T.

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“…Another study that sought to extend the traditional reach of family-based applications using MI was a contribution by Sibley et al ( 2021 ). The authors tested the implementation of the well-established Supporting Teens’ Autonomy Daily (STAND) program for adolescent youth and their parents at four community mental health clinics that are much like the FCU, incorporating MI and behaviorally based family management practices.…”

Section: Contributions Of Tom Dishionmentioning

confidence: 99%

Taking a Motivational Interviewing Approach to Prevention Science: Progress and Extensions

Shaw

Wilson

2021

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This commentary reviews advances gleaned from the current set of papers to Motivational Interviewing (MI) in prevention science. We begin by acknowledging the pioneering work of Miller and Rollnick to develop the construct of MI, then Dishion’s use of MI principles to adapt applications of MI for the field of prevention science. We then highlight some of the contributions provided by the current set of papers and other recent extensions of MI. These novel applications are directed to parents, teachers, and older youth in the service of facilitating behavior change to promote youth development.

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Implementing Parent-Teen Motivational Interviewing + Behavior Therapy for ADHD in Community Mental Health

Cited by 18 publications

References 66 publications

Presenting problem profiles for adolescents with ADHD: differences by sex, age, race, and family adversity

Presenting problem profiles for adolescents with ADHD: differences by sex, age, race, and family adversity

Introduction to the Special Issue on Optimizing the Implementation and Effectiveness of Preventive Interventions Through Motivational Interviewing

Taking a Motivational Interviewing Approach to Prevention Science: Progress and Extensions

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