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Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): parent and practitioner views

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Abstract
BackgroundThe importance of early intervention approaches for the treatment of attention-deficit hyperactivity disorder (ADHD) has been increasingly acknowledged. Parenting programmes (PPs) are recommended for use with preschool children with ADHD. However, low take-up' and high drop-out' rates compromise the effectiveness of such programmes within the community. MethodsThis qualitative study examined the views of 25 parents and 18 practitioners regarding currently available PPs for preschool children with ADHD-type problems in the UK. Semi-structured interviews were undertaken to identify both barriers and facilitators associated with programme access, programme effectiveness, and continued engagement. Results and conclusionsMany of the themes mirrored previous accounts relating to generic PPs for disruptive behaviour problems. There were also a number of ADHD-specific themes. Enhancing parental motivation to change parenting practice and providing an intervention that addresses the parents' own needs (e.g. in relation to self-confidence, depression or parental ADHD), in addition to those of the child, were considered of particular importance. Comparisons between the views of parents and practitioners highlighted a need to increase awareness of parental psychological barriers among practitioners and for better programme advertising generally. Clinical implications and specific recommendations drawn from these findings are discussed and presented.
Keywords
FAMILIES, DEFICIT/HYPERACTIVITY DISORDER, PREDICTORS, PERCEPTIONS, BEHAVIOR PROBLEMS, PARTICIPATION, PRESCHOOL-CHILDREN, MANAGEMENT, PROGRAMS, ADHD, early intervention, hard-to-reach, parenting programme, qualitative interviews, treatment barriers

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MLA
Smith, E et al. “Overcoming Barriers to Effective Early Parenting Interventions for Attention-deficit Hyperactivity Disorder (ADHD): Parent and Practitioner Views.” CHILD CARE HEALTH AND DEVELOPMENT 41.1 (2015): 93–102. Print.
APA
Smith, E., Koerting, J., Latter, S., Knowles, M., McCann, D., Thompson, M., & Barke, E. (2015). Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): parent and practitioner views. CHILD CARE HEALTH AND DEVELOPMENT, 41(1), 93–102.
Chicago author-date
Smith, E, J Koerting, S Latter, MM Knowles, DC McCann, M Thompson, and Edmund Barke. 2015. “Overcoming Barriers to Effective Early Parenting Interventions for Attention-deficit Hyperactivity Disorder (ADHD): Parent and Practitioner Views.” Child Care Health and Development 41 (1): 93–102.
Chicago author-date (all authors)
Smith, E, J Koerting, S Latter, MM Knowles, DC McCann, M Thompson, and Edmund Barke. 2015. “Overcoming Barriers to Effective Early Parenting Interventions for Attention-deficit Hyperactivity Disorder (ADHD): Parent and Practitioner Views.” Child Care Health and Development 41 (1): 93–102.
Vancouver
1.
Smith E, Koerting J, Latter S, Knowles M, McCann D, Thompson M, et al. Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): parent and practitioner views. CHILD CARE HEALTH AND DEVELOPMENT. 2015;41(1):93–102.
IEEE
[1]
E. Smith et al., “Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): parent and practitioner views,” CHILD CARE HEALTH AND DEVELOPMENT, vol. 41, no. 1, pp. 93–102, 2015.
@article{5935399,
  abstract     = {BackgroundThe importance of early intervention approaches for the treatment of attention-deficit hyperactivity disorder (ADHD) has been increasingly acknowledged. Parenting programmes (PPs) are recommended for use with preschool children with ADHD. However, low take-up' and high drop-out' rates compromise the effectiveness of such programmes within the community.
 
MethodsThis qualitative study examined the views of 25 parents and 18 practitioners regarding currently available PPs for preschool children with ADHD-type problems in the UK. Semi-structured interviews were undertaken to identify both barriers and facilitators associated with programme access, programme effectiveness, and continued engagement.
 
Results and conclusionsMany of the themes mirrored previous accounts relating to generic PPs for disruptive behaviour problems. There were also a number of ADHD-specific themes. Enhancing parental motivation to change parenting practice and providing an intervention that addresses the parents' own needs (e.g. in relation to self-confidence, depression or parental ADHD), in addition to those of the child, were considered of particular importance. Comparisons between the views of parents and practitioners highlighted a need to increase awareness of parental psychological barriers among practitioners and for better programme advertising generally. Clinical implications and specific recommendations drawn from these findings are discussed and presented.},
  author       = {Smith, E and Koerting, J and Latter, S and Knowles, MM and McCann, DC and Thompson, M and Barke, Edmund},
  issn         = {0305-1862},
  journal      = {CHILD CARE HEALTH AND DEVELOPMENT},
  keywords     = {FAMILIES,DEFICIT/HYPERACTIVITY DISORDER,PREDICTORS,PERCEPTIONS,BEHAVIOR PROBLEMS,PARTICIPATION,PRESCHOOL-CHILDREN,MANAGEMENT,PROGRAMS,ADHD,early intervention,hard-to-reach,parenting programme,qualitative interviews,treatment barriers},
  language     = {eng},
  number       = {1},
  pages        = {93--102},
  title        = {Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): parent and practitioner views},
  url          = {http://dx.doi.org/10.1111/cch.12146},
  volume       = {41},
  year         = {2015},
}

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