The suitability and acceptability of a co-designed prototype psychoeducational activity book for seven- to eleven-year-olds with ADHD

Abstract

Young people with Attention Deficit Hyperactivity Disorder (ADHD) can benefit from psychoeducation interventions. Co-design of these interventions increases engagement and impact. However, there are very few age-appropriate codesigned psychoeducational resources for young people with ADHD. Therefore an activity book prototype ('ADHD Hero Activity Book') was co-designed to teach 7-11-yearolds with ADHD about their condition and how to manage it more effectively. This paper describes the initial evaluation of this prototype. Nine parents and eleven children took part across nine online workshops and one phone call. The suitability and acceptability of the activity book prototype was explored, and areas of improvement identified. Sketch notes were taken for respondent validity and engagement purposes. Thematic analysis identified six themes: (1) Visual information; (2) Topic interest and engagement; (3) Importance of relatable content; (4) Importance of activity book interaction and age-appropriate content; (5) Positive aspects of ADHD and (6) The activity book as a communication aid. Improvement suggestions were also provided. Results indicate the activity book is suitable, acceptable and can act as a communication aid between young people and families. Future research may consider the development of versions of the activity book for adolescents with ADHD and young people with Autism Spectrum Disorder.

The suitability and acceptability of a co-designed prototype psychoeducational activity book for autistic children aged five-eleven years

“…This was echoed by our participants who deemed the content of the resource as suitable for the intended population and were therefore willing to share with their children/patients. Participants in this study also indicated a preference for being able to personalize the content, something previous research with CAYP with ADHD has also reported ( Powell et al, 2021 ).…”

“…Previous research indicates that age appropriate, interactive, and visually appealing content are vital for the suitability of psychoeducational resources for CAYP with ADHD ( Powell et al, 2021 ). This was echoed by our participants who deemed the content of the resource as suitable for the intended population and were therefore willing to share with their children/patients.…”

“…Ethical approval was gained from author LP's institution (ref: 046063). Data collection was carried out remotely using Google Meet software and was adapted based on methods previously used with an ADHD population ( Powell et al, 2021 ). This was deemed appropriate due to some of the overlapping needs in autistic CAYP and CAYP with ADHD ( Ghirardi et al, 2018 ).…”

“…In this instance, the nondesigners are the autistic CAYP, and their support networks (e.g., parents/carers, educators, and clinicians). This approach has been reported to lead to increased acceptability and impact ( Greenhalgh et al, 2016 ) and has been successfully adopted to identify psychoeducational needs in CAYP with ADHD ( Powell, Parker, et al, 2021 ). The authors used this approach to co-design a paper-based resource for primary aged autistic CAYP who attend a UK mainstream school.…”

“…Topics and activities explain what autism is, how to deal with change, routines, sensory challenges/benefits (“super senses”), what can drain and increase energy, recognizing emotions, taking turns and peer interaction (see Figures 1 – 3 ). The current version of the activity book is available on the ADHD Foundation website ( Powell et al, 2021 ).…”