Pub Date : 2023-12-21DOI: 10.1080/23794925.2023.2292035
Phyllis Lee, Jason M. Lang, Madison Bodley, Jeffrey J. Vanderploeg, Timothy Marshall
{"title":"The Prevalence and Treatment of Adjustment Disorders Among Children at Outpatient Mental Health Clinics","authors":"Phyllis Lee, Jason M. Lang, Madison Bodley, Jeffrey J. Vanderploeg, Timothy Marshall","doi":"10.1080/23794925.2023.2292035","DOIUrl":"https://doi.org/10.1080/23794925.2023.2292035","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"43 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.1080/23794925.2023.2284139
Jessica M. McClure, Melissa Young, Monica Whitehead, Angela M. Scott, Katherine W. Junger, Rachel Holden, R. Herbst, Cassandra Esposito, Robert T. Ammerman, Lori J. Stark
{"title":"Expanding Access to Evidence-Based Mental Health Treatment: An Expert-Driven Training Model","authors":"Jessica M. McClure, Melissa Young, Monica Whitehead, Angela M. Scott, Katherine W. Junger, Rachel Holden, R. Herbst, Cassandra Esposito, Robert T. Ammerman, Lori J. Stark","doi":"10.1080/23794925.2023.2284139","DOIUrl":"https://doi.org/10.1080/23794925.2023.2284139","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"101 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1080/23794925.2023.2284138
Maryse Guedes, M. Veríssimo, António J. Santos
{"title":"Perceptions of Portuguese Preschool Teachers and Psychologists about the Acceptability of a New Evidence-Based Universal Intervention Program with Targeted Elements for Inhibited-Withdrawn Behaviors","authors":"Maryse Guedes, M. Veríssimo, António J. Santos","doi":"10.1080/23794925.2023.2284138","DOIUrl":"https://doi.org/10.1080/23794925.2023.2284138","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"11 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1080/23794925.2023.2284148
L. Tamm, Erin Girio-Herrera, Richard E. A. Loren, Heather A. Ciesielski, Megan E. Narad, Allison K. Zoromski, Jeffery N Epstein, Taryn E. Cook, James L. Peugh, Stephen P. Becker
{"title":"Predicting Help-Seeking Behaviors in Caregivers of Children Newly Diagnosed with ADHD","authors":"L. Tamm, Erin Girio-Herrera, Richard E. A. Loren, Heather A. Ciesielski, Megan E. Narad, Allison K. Zoromski, Jeffery N Epstein, Taryn E. Cook, James L. Peugh, Stephen P. Becker","doi":"10.1080/23794925.2023.2284148","DOIUrl":"https://doi.org/10.1080/23794925.2023.2284148","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"65 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/23794925.2023.2272948
Jennifer A. Vermilion, Rebecca H. Bitsko, Melissa L. Danielson, Kristen P. Bonifacio, Shannon L. Dean, Susan L. Hyman, Erika F. Augustine, Jonathan W. Mink, Peter E. Morrison, Amy E. Vierhile, Stephen B. Sulkes, Edwin van Wijngaarden, Heather R. Adams
ABSTRACTYouth with intellectual and developmental disabilities typically have higher rates of tics and stereotypies compared to children with otherwise typical development. Differentiating between these two pediatric movement disorders can be challenging due to overlapping clinical features, but is relevant due to distinct treatment modalities. The current study evaluated sensitivity and specificity of a tic screening measure, the Motor or Vocal Inventory of Tics (MOVeIT) in a pediatric sample enriched for stereotypy and tics. Children (n = 199, age 2–15 years old) receiving care in a developmental-behavioral pediatrics clinic underwent a gold-standard diagnostic assessment by a tic expert; these evaluations were compared to the MOVeIT. The MOVeIT demonstrated good sensitivity (89.8%) and relatively lower specificity (57.1%) compared to tic expert for detecting tics in the overall sample. Specificity of the MOVeIT to identify tics improved to 75% when excluding children with co-occurring stereotypy. For children with tics and co-occurring stereotypy, sensitivity remained high (91.9%) but specificity was low (39.1%). The area under the curve (AUC) value to detect tics on the MOVeIT compared to the tic expert gold standard was significantly higher for children without stereotypy (AUC = 85.7%) than those with stereotypy (AUC = 64.3%, p < .01). Overall, the ability to detect tics was better in those without co-occurring stereotypy symptoms. Further work is needed to establish the utility of the MOVeIT in populations where there is a high likelihood of co-occurring tics and stereotypy and in general population settings. Accurate distinction between tics and stereotypy will guide choices for intervention and anticipatory guidance for families. AcknowledgmentsWe thank the children and their parents for participation in this study. We gratefully acknowledge the contributions of the clinical providers in the Developmental and Behavioral Pediatrics clinic who engaged with the study: Lynn Cole, DNP; Jenniffer Herrera, MD; Angela Liberatore, NP; Lorna Patanella, NP; Jessica Reiffer, MD; Melissa Ryan, NP; Johanna Stump-Siembor, NP.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/23794925.2023.2272948Additional informationFundingThis study was supported by the Association of University Centers on Disabilities (AUCD) cooperative agreement which was funded by the Centers for Disease Control and Prevention [Grant award U38OT000140]. Dr. Mink received salary support from IDDRC [grant P50HD103536] for preparation of the manuscript.
摘要与其他方面发育正常的儿童相比，患有智力和发育障碍的青少年通常有更高的抽动和刻板印象发生率。由于重叠的临床特征，区分这两种儿童运动障碍可能具有挑战性，但由于不同的治疗方式，这是相关的。目前的研究评估了抽动症筛查措施的敏感性和特异性，抽动症的运动或声音量表(MOVeIT)在儿童样本中丰富的刻板印象和抽动症。在发育行为儿科诊所接受治疗的儿童(n = 199，年龄2-15岁)接受了抽搐专家的金标准诊断评估;这些评估与MOVeIT进行了比较。与抽动专家相比，MOVeIT在检测整体样本中的抽动方面表现出良好的灵敏度(89.8%)和相对较低的特异性(57.1%)。当排除同时发生刻板印象的儿童时，MOVeIT识别抽搐的特异性提高到75%。对于抽搐和同时发生刻板印象的儿童，敏感性仍然很高(91.9%)，但特异性较低(39.1%)。在MOVeIT上检测抽动的曲线下面积(AUC)值与抽动专家金标准相比，无刻板印象儿童(AUC = 85.7%)显著高于有刻板印象儿童(AUC = 64.3%， p < 0.01)。总的来说，在没有共同出现刻板印象症状的患者中，检测抽动的能力更好。需要进一步的工作来确定MOVeIT在同时发生抽搐和刻板印象的可能性很高的人群中以及在一般人群环境中的效用。准确区分抽动症和刻板印象将指导干预的选择和对家庭的预期指导。感谢儿童及其家长参与本次研究。我们非常感谢参与这项研究的发育和行为儿科诊所的临床提供者的贡献:Lynn Cole, DNP;詹妮弗·埃雷拉，医学博士;Angela Liberatore, NP;洛娜·帕塔内拉，NP;医学博士杰西卡·赖弗;Melissa Ryan, NP;约翰娜·斯顿-森伯，NP。披露声明作者未报告潜在的利益冲突。本研究由美国疾病控制与预防中心资助的大学残疾研究中心协会(AUCD)合作协议支持[Grant award U38OT000140]。Mink博士获得了IDDRC的工资支持[grant P50HD103536]，用于准备稿件。
{"title":"Performance of a Tic Screening Tool (MOVeIT) in Comparison to Expert Clinician Assessment in a Developmental-Behavioral Pediatrics Clinic Sample","authors":"Jennifer A. Vermilion, Rebecca H. Bitsko, Melissa L. Danielson, Kristen P. Bonifacio, Shannon L. Dean, Susan L. Hyman, Erika F. Augustine, Jonathan W. Mink, Peter E. Morrison, Amy E. Vierhile, Stephen B. Sulkes, Edwin van Wijngaarden, Heather R. Adams","doi":"10.1080/23794925.2023.2272948","DOIUrl":"https://doi.org/10.1080/23794925.2023.2272948","url":null,"abstract":"ABSTRACTYouth with intellectual and developmental disabilities typically have higher rates of tics and stereotypies compared to children with otherwise typical development. Differentiating between these two pediatric movement disorders can be challenging due to overlapping clinical features, but is relevant due to distinct treatment modalities. The current study evaluated sensitivity and specificity of a tic screening measure, the Motor or Vocal Inventory of Tics (MOVeIT) in a pediatric sample enriched for stereotypy and tics. Children (n = 199, age 2–15 years old) receiving care in a developmental-behavioral pediatrics clinic underwent a gold-standard diagnostic assessment by a tic expert; these evaluations were compared to the MOVeIT. The MOVeIT demonstrated good sensitivity (89.8%) and relatively lower specificity (57.1%) compared to tic expert for detecting tics in the overall sample. Specificity of the MOVeIT to identify tics improved to 75% when excluding children with co-occurring stereotypy. For children with tics and co-occurring stereotypy, sensitivity remained high (91.9%) but specificity was low (39.1%). The area under the curve (AUC) value to detect tics on the MOVeIT compared to the tic expert gold standard was significantly higher for children without stereotypy (AUC = 85.7%) than those with stereotypy (AUC = 64.3%, p < .01). Overall, the ability to detect tics was better in those without co-occurring stereotypy symptoms. Further work is needed to establish the utility of the MOVeIT in populations where there is a high likelihood of co-occurring tics and stereotypy and in general population settings. Accurate distinction between tics and stereotypy will guide choices for intervention and anticipatory guidance for families. AcknowledgmentsWe thank the children and their parents for participation in this study. We gratefully acknowledge the contributions of the clinical providers in the Developmental and Behavioral Pediatrics clinic who engaged with the study: Lynn Cole, DNP; Jenniffer Herrera, MD; Angela Liberatore, NP; Lorna Patanella, NP; Jessica Reiffer, MD; Melissa Ryan, NP; Johanna Stump-Siembor, NP.Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/23794925.2023.2272948Additional informationFundingThis study was supported by the Association of University Centers on Disabilities (AUCD) cooperative agreement which was funded by the Centers for Disease Control and Prevention [Grant award U38OT000140]. Dr. Mink received salary support from IDDRC [grant P50HD103536] for preparation of the manuscript.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"20 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTThe COVID-19 pandemic unfolded onto a preexisting national mental health crisis, resulting in significant increases in mental health problems among youth. Pediatric primary care practices subsequently faced an influx of families presenting for behavioral health concerns with few accessible options for evidence-based treatment. Youth CopeNYP was launched as a short-term, virtual intervention program using evidence-based principles offered to children, adolescents, and parents within the pediatric primary care setting. We describe the development and implementation of this service, including establishing a workforce, creating a referral workflow and handoff system with pediatricians, and developing a clinical manual using evidence-based practices. Adaptation from a crisis response service to a sustainable program to address the ongoing youth mental health crisis in pediatric primary care is discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The Youth CopeNYP Program: A Model for Brief, Evidence-Based Treatment in Pediatric Primary Care During the COVID-19 Pandemic","authors":"Corinne Catarozoli, Cori Green, Sonia Ruparell, Justin Mohatt","doi":"10.1080/23794925.2023.2272945","DOIUrl":"https://doi.org/10.1080/23794925.2023.2272945","url":null,"abstract":"ABSTRACTThe COVID-19 pandemic unfolded onto a preexisting national mental health crisis, resulting in significant increases in mental health problems among youth. Pediatric primary care practices subsequently faced an influx of families presenting for behavioral health concerns with few accessible options for evidence-based treatment. Youth CopeNYP was launched as a short-term, virtual intervention program using evidence-based principles offered to children, adolescents, and parents within the pediatric primary care setting. We describe the development and implementation of this service, including establishing a workforce, creating a referral workflow and handoff system with pediatricians, and developing a clinical manual using evidence-based practices. Adaptation from a crisis response service to a sustainable program to address the ongoing youth mental health crisis in pediatric primary care is discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"16 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135432549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1080/23794925.2023.2272949
John Young, McCall Schruff, Carolyn Humphrey, Jeffrey M. Pavlacic
ABSTRACTDeliberate practice is a framework for expertise development that has been applied in many fields but rarely to studies of psychotherapy skill development. The current multiple-baseline study sought to examine the effects of deliberate practice on initial psychotherapy skill acquisition in three completely novice students. In addition to quantitative measures of performance, qualitative feedback concerning their methods of orienting to tasks was also collected regularly. Participants were given a minimal set of instructions to conduct and record psychotherapy role-play exercises, two of whom were provided with opportunities for focal deliberate practice beginning after their 3rd or 5th sessions. Results indicated that deliberate practice was associated with rapid, precipitous increases in reliably coded, structured evaluation of skill, which in many cases approached the cutoff for competent professional CBT practice. The potential of these methods to enhance learning and establish lifelong methods of skill improvement at all performance levels is discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Multiple-Baseline Design Study of Deliberate Practice for Learning Psychotherapeutic Techniques","authors":"John Young, McCall Schruff, Carolyn Humphrey, Jeffrey M. Pavlacic","doi":"10.1080/23794925.2023.2272949","DOIUrl":"https://doi.org/10.1080/23794925.2023.2272949","url":null,"abstract":"ABSTRACTDeliberate practice is a framework for expertise development that has been applied in many fields but rarely to studies of psychotherapy skill development. The current multiple-baseline study sought to examine the effects of deliberate practice on initial psychotherapy skill acquisition in three completely novice students. In addition to quantitative measures of performance, qualitative feedback concerning their methods of orienting to tasks was also collected regularly. Participants were given a minimal set of instructions to conduct and record psychotherapy role-play exercises, two of whom were provided with opportunities for focal deliberate practice beginning after their 3rd or 5th sessions. Results indicated that deliberate practice was associated with rapid, precipitous increases in reliably coded, structured evaluation of skill, which in many cases approached the cutoff for competent professional CBT practice. The potential of these methods to enhance learning and establish lifelong methods of skill improvement at all performance levels is discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135266014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1080/23794925.2023.2263856
Jessica N. Smith, Julie Sarno Owens, Steven W. Evans, Rebecca H. Bitsko, Joseph R. Holbrook
ABSTRACTThis study examined the performance of a brief screening tool for tics in adolescents. Academic and social impairment in students by tic screen status and emotional/behavioral problem status were examined. Data were collected as part of an epidemiologic study, the Project to Learn about Youth – Mental Health. Participants were 2,312 secondary school students at the Ohio site (47.4% female; 94.4% non-Hispanic white) and their teachers. Students completed 6 items from the Motor tic, Obsessions and compulsions, Vocal tic Evaluation Survey (MOVES-6) and the Strengths and Difficulties Questionnaire (SDQ). Teachers completed the Proxy Report Questionnaire for tics and SDQ. Based on responses to the MOVES-6, 11.1% of students screened positive for tics. Internal consistency was adequate (α = 0.76); inter-rater consistency between teachers and students was low (0.03). Based on student self-report, those who screened positive for tics self-reported more academic and social impairment than students who screened negative for tics; teacher-report of impairment was similar between those with a positive or negative tic screen. Students who screened positive for tics and reported internalizing difficulties reported more academic and social impairment than students with only a positive tic screen. Teachers perceived those screening positive for tics and externalizing difficulties as the most socially impaired. In conclusion, a positive self-reported tic screen was associated with self-reported academic and social impairment. Findings reveal the independent contribution of tics to impairment, even when internalizing and externalizing problems are present, and the potential utility of a school-based screening for tics in adolescents. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe data presented in this article were obtained in a project supported by the Disability Research and Dissemination Center (DRDC) through its Grant Number [5U01DD001007-03] from the Centers for Disease Control and Prevention (CDC). The contents of the article are solely the responsibility of the authors and do not necessarily represent the official views of the DRDC or the CDC.
{"title":"A Population-Based Study of the Utility of Screening for Tics and the Relative Contribution of Tics and Psychiatric Comorbidity to Academic and Social Impairment in Adolescents","authors":"Jessica N. Smith, Julie Sarno Owens, Steven W. Evans, Rebecca H. Bitsko, Joseph R. Holbrook","doi":"10.1080/23794925.2023.2263856","DOIUrl":"https://doi.org/10.1080/23794925.2023.2263856","url":null,"abstract":"ABSTRACTThis study examined the performance of a brief screening tool for tics in adolescents. Academic and social impairment in students by tic screen status and emotional/behavioral problem status were examined. Data were collected as part of an epidemiologic study, the Project to Learn about Youth – Mental Health. Participants were 2,312 secondary school students at the Ohio site (47.4% female; 94.4% non-Hispanic white) and their teachers. Students completed 6 items from the Motor tic, Obsessions and compulsions, Vocal tic Evaluation Survey (MOVES-6) and the Strengths and Difficulties Questionnaire (SDQ). Teachers completed the Proxy Report Questionnaire for tics and SDQ. Based on responses to the MOVES-6, 11.1% of students screened positive for tics. Internal consistency was adequate (α = 0.76); inter-rater consistency between teachers and students was low (0.03). Based on student self-report, those who screened positive for tics self-reported more academic and social impairment than students who screened negative for tics; teacher-report of impairment was similar between those with a positive or negative tic screen. Students who screened positive for tics and reported internalizing difficulties reported more academic and social impairment than students with only a positive tic screen. Teachers perceived those screening positive for tics and externalizing difficulties as the most socially impaired. In conclusion, a positive self-reported tic screen was associated with self-reported academic and social impairment. Findings reveal the independent contribution of tics to impairment, even when internalizing and externalizing problems are present, and the potential utility of a school-based screening for tics in adolescents. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe data presented in this article were obtained in a project supported by the Disability Research and Dissemination Center (DRDC) through its Grant Number [5U01DD001007-03] from the Centers for Disease Control and Prevention (CDC). The contents of the article are solely the responsibility of the authors and do not necessarily represent the official views of the DRDC or the CDC.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/23794925.2023.2282324
{"title":"EPCAMH Call for Papers: Special Issue on Bilingual Youth Mental Health Services","authors":"","doi":"10.1080/23794925.2023.2282324","DOIUrl":"https://doi.org/10.1080/23794925.2023.2282324","url":null,"abstract":"","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"24 1","pages":"560 - 560"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1080/23794925.2023.2261442
Sébastien Normand, Joanna Guiet, Virginie LeBlanc, Jennifer A. Mautone, Jason M. Fogler, Alexandre Prud’homme-Maisonneuve, Thomas J. Power, Jenelle Nissley-Tsiopinis
ABSTRACTThis open trial evaluated the feasibility, acceptability, and preliminary efficacy of Bootcamp for ADHD (BC-ADHD), a novel, four-session, group intervention designed to prepare caregivers as informed consumers to engage in multimodal evidence-based treatments (EBTs) for ADHD. Participants were 59 primary caregivers (85% biologic mothers) of children recently diagnosed with ADHD within a co-located, subspecialty pediatric clinic (ages 5–11; 73% male). Results indicated BC-ADHD was feasible to deliver, as evidenced by high levels of program usability (i.e. content and process fidelity), and caregiver behavioral engagement (M attendance = 88%; M homework adherence = 2.95 homework, SD = 1.15, 0–4 range). Families were also very satisfied (M = 6.06, 1–7 range). At post-treatment, BC-ADHD resulted in increases in caregiver empowerment and acceptability of behavioral treatment and reductions in concerns about both behavioral (adverse effects and feasibility) and medication (adverse effects) treatments (absolute Cohen’s d = 0.27 to 0.35). At 6-month follow-up, effects were sustained for increases in caregiver empowerment and for reductions in concerns about both behavioral and medication treatments (absolute ds = 0.36 to 0.40). Sleeper effects were observed for increased medication acceptability and decreased affiliate stigma (absolute ds = 0.26 to 0.29). Child impairment was also reduced at follow-up (d = -0.58). The percentage of caregivers who initiated behavior therapy (Kendall’s w = 0.63) or medication (Kendall’s w = 0.15) increased from baseline to 6-month follow-up. These findings provide initial support for BC-ADHD as a promising engagement program to foster positive caregiver attitudes and initiation of EBTs. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by internal funding from the Institut du Savoir Montfort (ISM). We are grateful to the families who participated in this study and to pediatricians who provided referrals. The researchers also extend their deepest gratitude to Dr. Jennifer Betkowski (1977-2018) for the training and consultation she has provided to them in motivational interviewing.
{"title":"An Open Trial of a Brief Engagement Program for Caregivers of Children with ADHD","authors":"Sébastien Normand, Joanna Guiet, Virginie LeBlanc, Jennifer A. Mautone, Jason M. Fogler, Alexandre Prud’homme-Maisonneuve, Thomas J. Power, Jenelle Nissley-Tsiopinis","doi":"10.1080/23794925.2023.2261442","DOIUrl":"https://doi.org/10.1080/23794925.2023.2261442","url":null,"abstract":"ABSTRACTThis open trial evaluated the feasibility, acceptability, and preliminary efficacy of Bootcamp for ADHD (BC-ADHD), a novel, four-session, group intervention designed to prepare caregivers as informed consumers to engage in multimodal evidence-based treatments (EBTs) for ADHD. Participants were 59 primary caregivers (85% biologic mothers) of children recently diagnosed with ADHD within a co-located, subspecialty pediatric clinic (ages 5–11; 73% male). Results indicated BC-ADHD was feasible to deliver, as evidenced by high levels of program usability (i.e. content and process fidelity), and caregiver behavioral engagement (M attendance = 88%; M homework adherence = 2.95 homework, SD = 1.15, 0–4 range). Families were also very satisfied (M = 6.06, 1–7 range). At post-treatment, BC-ADHD resulted in increases in caregiver empowerment and acceptability of behavioral treatment and reductions in concerns about both behavioral (adverse effects and feasibility) and medication (adverse effects) treatments (absolute Cohen’s d = 0.27 to 0.35). At 6-month follow-up, effects were sustained for increases in caregiver empowerment and for reductions in concerns about both behavioral and medication treatments (absolute ds = 0.36 to 0.40). Sleeper effects were observed for increased medication acceptability and decreased affiliate stigma (absolute ds = 0.26 to 0.29). Child impairment was also reduced at follow-up (d = -0.58). The percentage of caregivers who initiated behavior therapy (Kendall’s w = 0.63) or medication (Kendall’s w = 0.15) increased from baseline to 6-month follow-up. These findings provide initial support for BC-ADHD as a promising engagement program to foster positive caregiver attitudes and initiation of EBTs. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by internal funding from the Institut du Savoir Montfort (ISM). We are grateful to the families who participated in this study and to pediatricians who provided referrals. The researchers also extend their deepest gratitude to Dr. Jennifer Betkowski (1977-2018) for the training and consultation she has provided to them in motivational interviewing.","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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