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

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

Methods
This 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 conclusions
Many 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.
adhd, early intervention, hard-to-reach, parenting programme, qualitative interviews, treatment barriers
0305-1862
Smith, E.
2edaa8c4-6f44-450a-a625-75c3546f71aa
Koerting, J.
39d6ae90-cd31-4fcc-9cff-729ed6bbdaa6
Latter, S.
83f100a4-95ec-4f2e-99a5-186095de2f3b
Knowles, M.M.
57670dd6-57ba-49cf-9cd5-d440a962b7e2
McCann, D.C.
8bbb548a-b753-4e76-bace-f8fc079665ea
Thompson, M.
bfe8522c-b252-4771-8036-744e93357c67
Sonuga-Barke, E.J.
bc80bf95-6cf9-4c76-a09d-eaaf0b717635
Smith, E.
2edaa8c4-6f44-450a-a625-75c3546f71aa
Koerting, J.
39d6ae90-cd31-4fcc-9cff-729ed6bbdaa6
Latter, S.
83f100a4-95ec-4f2e-99a5-186095de2f3b
Knowles, M.M.
57670dd6-57ba-49cf-9cd5-d440a962b7e2
McCann, D.C.
8bbb548a-b753-4e76-bace-f8fc079665ea
Thompson, M.
bfe8522c-b252-4771-8036-744e93357c67
Sonuga-Barke, E.J.
bc80bf95-6cf9-4c76-a09d-eaaf0b717635

Smith, E., Koerting, J., Latter, S., Knowles, M.M., McCann, D.C., Thompson, M. and Sonuga-Barke, E.J. (2014) Overcoming barriers to effective early parenting interventions for attention-deficit hyperactivity disorder (ADHD): parent and practitioner views. Child: Care, Health and Development. (doi:10.1111/cch.12146).

Record type: Article

Abstract

Background
The 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.

Methods
This 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 conclusions
Many 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.

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More information

e-pub ahead of print date: 12 May 2014
Published date: May 2014
Keywords: adhd, early intervention, hard-to-reach, parenting programme, qualitative interviews, treatment barriers
Organisations: Clinical Neuroscience

Identifiers

Local EPrints ID: 364983
URI: https://eprints.soton.ac.uk/id/eprint/364983
ISSN: 0305-1862
PURE UUID: 38a96698-40e4-422b-be9e-ba02284aac4a
ORCID for S. Latter: ORCID iD orcid.org/0000-0003-0973-0512

Catalogue record

Date deposited: 19 May 2014 10:47
Last modified: 29 Aug 2019 00:47

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