Patterns of Parental Adherence and the Association to Child and Parenting Outcomes Following a Multicomponent School-Home Intervention for Youth With ADHD

Melissa R. Dvorsky, Lauren M. Friedman, Madeline Spiess, Linda J. Pfiffner

Research output: Contribution to journalArticlepeer-review

Abstract

The goal of the present study was to evaluate the role of parent adherence in the Collaborative Life Skills (CLS) program, a multicomponent school-home intervention, for predicting child and parenting outcomes. A sample of 129 children (63% male; M age = 8.22, SD = 1.10; grades 2–5) with attention-deficit/hyperactivity disorder (ADHD) and their parents participated in CLS, which included 10 weekly behavioral parent training group sessions. Each week, parents provided information on their CLS skill use between sessions (at home) as part of the intervention. Outcome measures included parent and teacher ratings of child behavior and parenting at post-intervention and 6 months follow-up. Growth mixture models examining weekly parent skill use trajectories throughout the intervention significantly predicted parent- and teacher-reported outcomes including parent-rated child behavior, teacher-rated academic competence, and positive parenting behaviors. Fifty-two percent of parents displayed moderate skill use throughout the intervention, whereas the remaining parents had either low (20%) or high (28%) initial levels of use but demonstrated high skill utilization by the middle of the intervention. Results highlight the importance of examining individual differences in parents between session strategy use for behavioral parent training interventions targeting child and parenting outcomes.

Original languageEnglish (US)
Pages (from-to)745-760
Number of pages16
JournalBehavior Therapy
Volume52
Issue number3
DOIs
StatePublished - May 2021

Keywords

  • adherence
  • attention-deficit/hyperactivity disorder
  • between session practice
  • skill use
  • treatment outcomes

ASJC Scopus subject areas

  • Clinical Psychology

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