Is Parents’ ADHD Symptomatology Associated With the Clinical Feasibility or Effectiveness of a Psychoeducational Program Targeting Their Children’s ADHD?

Lindström, Therese; Suttner, Axel Kierkegaard; Forster, Martin Onslow; Bölte, Sven; Hirvikoski, Tatja

doi:10.1177/10870547221092120

Cited by 5 publications

(6 citation statements)

References 50 publications

(84 reference statements)

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“…Seven studies involved community samples of parents ( 72 , 75 – 80 ). Three studies’ participants were parents of children with and without ADHD diagnosis ( 66 , 74 , 81 ) and five studies involved only parents of children with ADHD ( 68 , 71 , 73 , 82 , 83 ). Two studies reporting group comparisons ( 77 , 83 ) grouped community samples of parents according to varying levels of ADHD symptoms.…”

Section: Resultsmentioning

confidence: 99%

Adult attention-deficit/hyperactivity symptoms and parental cognitions: a meta-analysis

Miklósi,

Kovács,

Janovicz

et al. 2024

Front. Psychiatry

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IntroductionAttention-deficit/hyperactivity disorder (ADHD) symptoms in adults interfere with parental functioning. Dysfunctional parental cognitions may play a role in this impairment. Despite the importance of parental cognitions on parents and children’s outcomes, up to now, no systematic review or meta-analysis of these findings is available. To fill this gap, this meta-analysis aimed to evaluate the relationship between adult ADHD symptoms and parental cognitions.MethodsWe conducted searches in Web of Science, PubMed, and ProQuest from January 2000 to June 2023. Studies were included if they provided data on the relationship between parental ADHD symptoms and parental cognitions by means of a row correlational coefficient, or means and standard deviation were reported for each study group. A random-effects model was used. Publication bias was assessed by funnel plot and Rosenthal’s fail-safe N. Moderator analyses were conducted by means of subgroup analysis and meta-regression analyses.ResultsFifteen published papers were included (N = 2851), and 51 effect sizes were analysed. The weighted mean effect size was small but significant (Fisher’s Z = 0.186, k = 15, 95% CI [0.120 – 0.252], z = 5.539, p < 0.001), indicating that ADHD symptoms in adults are associated with more negative and less positive parental cognitions. The Fail-Safe N analysis suggested a robust effect. Tweedie’s trim and fill results suggested that five studies were missing; after five missing studies had been imputed, the mean overall effect size dropped to 0.116 (0.080 – 0.152). There was significant heterogeneity among effect sizes. The methodology of the study was found to be a significant moderator. Meta-regression analyses revealed that the lower age of the parent and the child were related to more negative parental cognitions.DiscussionThough the analysis might be inflated by publication bias, our results suggest a significant association between ADHD symptom level and dysfunctional parental cognitions. Biased negative perceptions of the parental role, the child and co-parenting may play a central mediator role between parental ADHD and parent and child outcomes. Given the familiar nature of ADHD, targeting dysfunctional parental cognitions in parent training programs is warranted.Systematic review registrationosf.io/pnur7.

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Section: Resultsmentioning

confidence: 99%

Adult attention-deficit/hyperactivity symptoms and parental cognitions: a meta-analysis

Miklósi,

Kovács,

Janovicz

et al. 2024

Front. Psychiatry

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“…Eight studies examined changes in parental stress levels as a result of psychoeducation (Anderson & Guthery, 2015; Chacko et al, 2009; Ferrin et al, 2014; Ferrin et al, 2020; Gümüs et al, 2020; Lindström et al, 2022; Miller & Brooker, 2017; Nuri et al, 2022). Of these eight studies, six reported significant reductions in parental stress levels while the remaining studies showed no impact (Anderson & Guthery, 2015; Chacko et al, 2009; Gümüs et al, 2020; Lindström et al, 2022; Miller & Brooker, 2017; Nuri et al, 2022), five studies used a control group (Chacko et al, 2009; Ferrin et al, 2014; Ferrin et al, 2020; Gümüs et al, 2020; Nuri et al, 2022). The following instruments were used to measure the levels of parental stress: (1) PSI; (2) Parenthood Stress Questionnaire; (3) Perceived Stress Scale‐10; (4) Parental Stress Scale; (5) Caregiver Stress Scale and (6) Appraisal of Stress in Child Rearing (ASCR).…”

Section: Resultsmentioning

confidence: 99%

“…All three studies which measured parent knowledge showed improvement post‐treatment (Bai et al, 2015; Dixon et al, 2023; Lindström et al, 2022). However, most studies measured this using direct questioning and questionnaires including: (1) ADHD Beliefs and Attitudes Scale and (2) an investigator designed Likert‐style questionnaire, and only one study included a control group (Bai et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Four studies evaluated parents' satisfaction of the intervention provided and all four found that parents were satisfied with the psychoeducational intervention (Bai et al, 2015; Lindström et al, 2022; McCleary & Ridley, 1999; Montoya et al, 2014). The following instruments were used to measure parent satisfaction across studies: (1) Client Satisfaction Questionnaire 8; (2) 5‐point Likert Scale; (3) Treatment Satisfaction Questionnaire and (4) investigator designed treatment evaluation scale.…”

Section: Resultsmentioning

confidence: 99%

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A narrative review of the effects of psychoeducation on children and adolescents with attention deficit hyperactivity disorder

Syed,

Morandini,

Barbaro

et al. 2024

Psychology in the Schools

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Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children and adolescents (CAA) and its treatment plan includes a multimodal approach. Psychoeducation is a potential therapeutic modality in the multimodal treatment of ADHD. Psychoeducation intervention generally consists of single or multiple sessions providing education to the recipient regarding ADHD with the aim to facilitate an informed, self‐responsible management of the disorder and to improve the quality of life of patients and their families. Previous reviews have highlighted the positive effects of parental psychoeducation on ADHD symptoms, behavioral problems and social skills of CAA with ADHD. However, the effects of child only and combined parental and CAA psychoeducation interventions are unclear and under investigated. In the current paper, for the first time, we review, individually, the outcomes of parent only psychoeducation, child only psychoeducation and combined parental and CAA psychoeducation across a range of domains in CAA with ADHD. The findings reveal that including psychoeducation in the treatment of ADHD may improve clinical symptoms, social skills, functioning and family relationships in CAA with ADHD.

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“…Participant completion: participants attending at least 9 of the 12 (75%) sessions are considered to have completed the program [ 33 ].…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of Social Virtual Reality Training in Enhancing Social Interaction Skills in Children With Attention-Deficit/Hyperactivity Disorder: Protocol for a Three-Arm Pilot Randomized Controlled Trial

Wong,

Qin

2023

JMIR Res Protoc

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Background Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children. Children with ADHD have challenges in understanding social cues and behavioral problems when entering a social setting. Virtual reality (VR) has been applied to improve cognitive behaviors in children with ADHD. Previous studies have not adopted VR to improve social interaction competence and appropriateness in children with ADHD. VR offers a more effective alternative to therapeutic strategies for children with ADHD. Objective This study aims to examine the feasibility and effectiveness of social VR training in enhancing social interaction skills compared to traditional social skills training in children with ADHD. We hypothesize that participants in the social VR training group are likely to perform better on social interaction skills than those in the traditional social skills training group. Methods In this nonblinded, 3-arm randomized controlled trial (RCT), 90 participants with ADHD recruited from the community will be randomized 1:1:1 to the social VR intervention group, traditional social skills training group, or waitlist control group. The child psychiatrist will conduct assessments for each participant at baseline and after the intervention. The Social Skills Rating Scale–Parent will be used to assess the social interaction skills of the participants before and after the intervention. Participants in the social VR intervention group and traditional social skills training group will receive twelve 20-minute training sessions for 3 weeks. The participants in the waitlist control group will receive no training. The primary outcome measure is training acceptability and compliance. The secondary outcome measures are the child psychiatrist's assessment and the Social Skills Rating Scale–Parent before and after the intervention. Another outcome measure is the Behavior Rating Inventory of Executive Function and Attention. Differences in the scale scores will be examined using a t test and an F test. Results This study is set to commence in the fourth quarter of 2023. It is anticipated that participants in the social VR intervention group will exhibit superior social interaction skills than those in the traditional social skills training group. Conclusions To our knowledge, this RCT is the first study examining the feasibility and effectiveness of a social VR-based intervention for enhancing the social interaction skills of children with ADHD in Hong Kong. The VR-based social skills training is expected to provide a safer and more effective environment for children with ADHD to learn than the traditional approach. This study can lead to a full-scale RCT. Trial Registration ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526 International Registered Report Identifier (IRRID) PRR1-10.2196/48208

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Is Parents’ ADHD Symptomatology Associated With the Clinical Feasibility or Effectiveness of a Psychoeducational Program Targeting Their Children’s ADHD?

Cited by 5 publications

References 50 publications

Adult attention-deficit/hyperactivity symptoms and parental cognitions: a meta-analysis

Adult attention-deficit/hyperactivity symptoms and parental cognitions: a meta-analysis

A narrative review of the effects of psychoeducation on children and adolescents with attention deficit hyperactivity disorder

Effectiveness of Social Virtual Reality Training in Enhancing Social Interaction Skills in Children With Attention-Deficit/Hyperactivity Disorder: Protocol for a Three-Arm Pilot Randomized Controlled Trial

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