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Poster #16 - Evaluating the Building Relationships & Targeting Healthy Emotions Program in Youth with ADHD & Co-occurring Internalizing Symptoms

Thu, March 23, 11:00 to 11:45am, Salt Palace Convention Center, Floor: 1, Hall A-B

Abstract

Introduction
Attention-deficit/hyperactivity disorder (ADHD) is a neuropsychological disorder that is marked by symptoms of inattention, hyperactivity, and/or impulsivity. ADHD often results in difficulties with emotion regulation and comorbid psychological disorders, including depression and anxiety (Elia et al., 2008; Larson, 2011). Current gold-standard interventions for children with ADHD include medication management and involvement in behavioral training programs, such as the Summer Treatment Program (STP; Fabiano et al., 2014). The STP is a resource-intensive 6-8 week treatment program that exposes children to social skills training in communication, participation, validation, and cooperation in short daily group sessions. Children often spend about 2 hours a day in a classroom completing academic activities, and the remainder of the time is spent doing recreational activities (e.g., sports) to support skill building. A point-based reward program and praise is used to reinforce socially appropriate behaviors and eliminate undesired behaviors. Parents also attend parenting skills training weekly during this time and monitor daily report cards for individualized target behaviors. The STP has been implemented in more than a dozen sites across the country (Frazier, Chacko, Van Gessel, O'Boyle & Pelham, 2012) with over 38 research studies reporting improvements across academic, behavioral, and social functioning.

Current Study
The present study aims to evaluate a modified version of the STP. The Building Relationships And Targeting Healthy Emotions (BREATHE) program uses the same principles as the STP, but implements them in an after-school group setting. BREATHE was developed to provide families an opportunity to access services that they may not otherwise be able to, providing structured social skills and behavioral intervention in the context of recreational activities and parent training twice a week over the course of 12-weeks.

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 parent- and teacher- report of children’s ADHD symptomology (Vanderbilt Assessment Scale, Wolraich et al., 2003) and parent- and child-report of internalizing symptoms (RCADS; Chorpita et al., 2005). Additionally, ratings of program satisfaction will be collected from parents and teachers after program completion (TAI; Brestan et al., 1999). Paired samples t-tests will be used to compare outcomes at pre and post; effect sizes (Cohen’s d) will be reported.

Hypothesized Results
Participation in the BREATHE program will result in pre/post improvement in children’s ADHD symptomology (parents and teacher report) and internalizing symptoms (self and parent report). Relevant stakeholders will report satisfaction with program content, length, and delivery.

Implications
Implications of this study may inform future interventions that can be used to help children with ADHD. If successful, the after-school model reduces the time and resources required of a longer, more intensive STP and may be more readily disseminated in other school districts.

Authors