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Poster #68 - Evaluating Functional Outcomes Among ADHD Youth: The Building Relationships & Targeting Healthy Emotions (BREATHE) Program

Sat, March 25, 9:30 to 10:15am, Salt Palace Convention Center, Floor: 1, Hall A-B

Abstract

Introduction
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) commonly experience co-occurring social deficits, including difficulty making and maintaining positive peer relationships (Uekerman et al., 2010). These children may struggle to interpret and appropriately respond to social cues due to low levels of self-control and high levels of impulsivity. Further, engagement in disruptive behaviors (i.e., interruption, argumentativeness, noncompliance; Hoza et al., 2007; Tomb et al., 2011) may result in children developing negative reputations and experiencing peer rejection (Hoza, 2007). Once rejected, children with ADHD face a greater likelihood of peer victimization and bullying (Bon et al., 2021; Huh et al., 2019). Research also suggests that certain parenting practices influence social functioning among children with ADHD (Mikami et al., 2010). Early intervention programs to promote socially appropriate behaviors, such as the Summer Treatment Program (STP), have been found to produce significant improvements in academic, behavioral, and social functioning (Fabiano et al., 2014). However, the STP is a resource-intensive 8-week long program that spans the course of summer. The current study intends to assess a modified, after-school version of the STP for children with ADHD. The Building Relationships And Targeting Healthy Emotions (BREATHE) program aims to provide families with school-aged children access to behavioral and social interventions in the context of recreational activities and parent training twice/week over the course of 12 weeks. The primary aim of this study is to examine children’s functional outcomes (i.e., social skills, peer relationships) through self-, and teacher- report data after participating in the program. A secondary aim is to explore whether parenting practices improve over the course of participation in the parenting group.

Method
Interested families are currently being recruited through school advertisements in a single school district in south-central Kansas. Children are eligible for participation if parents report symptoms of inattention, hyperactivity, and/or impulsivity and are able to commit to attending a 12 week parent training group. Our final sample aims to consist of 50 school-aged children in grades K-5. Respective measures will be administered before and after the program participation via secure online survey (REDCap) and/or paper forms. The questionnaires will assess the quality of children’s relationships through self-report (PROMIS; Dewalt et al., 2013), social acceptance and peer bullying through teacher report (DSAS; Dishion, 1990), and parenting practices through parent reports (PBDQ; Reid et al., 2015) pre- and-post- intervention. Data will be analyzed through SPSS (v. 27). Statistical analyses will include a paired sample t-test to compare pre-and post-treatment outcomes; effect sizes (Cohen’s d) will be reported.

Hypothesized Results
Participation in the BREATHE program will result in pre/post improvement in children’s self-reported peer experiences, teacher ratings of peer bullying and social acceptance, and parent reports of parenting practices.

Conclusion/Implication
Implications of this study will result in 1) better understanding of behavioral and social interventions to facilitate prosocial behavior among children with ADHD symptoms, 2) provide resources (e.g., trainings) to parents to help improve parenting skills and further foster child development, and 3) extend existing literature on school-based interventions.

Authors