Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder / David DALEY in Journal of Child Psychology and Psychiatry, 59-9 (September 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-9 (September 2018) . - p.932-947 Titre : Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder Type de document : texte imprimé Auteurs : David DALEY, Auteur ; Saskia VAN DER OORD, Auteur ; Maite FERRIN, Auteur ; Samuele CORTESE, Auteur ; Marina DANCKAERTS, Auteur ; Manfred DOEPFNER, Auteur ; Barbara J. VAN DEN HOOFDAKKER, Auteur ; David COGHILL, Auteur ; Margaret THOMPSON, Auteur ; Philip ASHERSON, Auteur ; Tobias BANASCHEWSKI, Auteur ; Daniel BRANDEIS, Auteur ; Jan K. BUITELAAR, Auteur ; Ralf W. DITTMANN, Auteur ; Chris HOLLIS, Auteur ; Martin HOLTMANN, Auteur ; Eric KONOFAL, Auteur ; Michel LECENDREUX, Auteur ; Aribert ROTHENBERGER, Auteur ; Paramala SANTOSH, Auteur ; Emily SIMONOFF, Auteur ; Cesar SOUTULLO, Auteur ; Hans-Christoph STEINHAUSEN, Auteur ; Argyris STRINGARIS, Auteur ; Eric TAYLOR, Auteur ; Ian C.K. WONG, Auteur ; Alessandro ZUDDAS, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur Article en page(s) : p.932-947 Langues : Anglais (eng) Mots-clés : ADHD  behaviour therapy  conduct disorder  parent training  treatment trials Index. décimale : PER Périodiques Résumé : Background Behavioural interventions are recommended for use with children and young people with attention deficit hyperactivity disorder (ADHD); however, specific guidance for their implementation based on the best available evidence is currently lacking. Methods This review used an explicit question and answer format to address issues of clinical concern, based on expert interpretation of the evidence with precedence given to meta-analyses of randomised controlled trials. Results On the basis of current evidence that takes into account whether outcomes are blinded, behavioural intervention cannot be supported as a front-line treatment for core ADHD symptoms. There is, however, evidence from measures that are probably blinded that these interventions benefit parenting practices and improve conduct problems which commonly co-occur with ADHD, and are often the main reason for referral. Initial positive results have also been found in relation to parental knowledge, children's emotional, social and academic functioning ? although most studies have not used blinded outcomes. Generic and specialised ADHD parent training approaches ? delivered either individually or in groups ? have reported beneficial effects. High-quality training, supervision of therapists and practice with the child, may improve outcomes but further evidence is required. Evidence for who benefits the most from behavioural interventions is scant. There is no evidence to limit behavioural treatments to parents with parenting difficulties or children with conduct problems. There are positive effects of additive school-based intervention for the inattentive subtype. Targeting parental depression may enhance the effects of behavioural interventions. Conclusions Parent training is an important part of the multimodal treatment of children with ADHD, which improves parenting, reduces levels of oppositional and noncompliant behaviours and may improve other aspects of functioning. However, blinded evidence does not support it as a specific treatment for core ADHD symptoms. More research is required to understand how to optimise treatment effectiveness either in general or for individual patients and explore potential barriers to treatment uptake and engagement. In terms of selecting which intervention formats to use, it seems important to acknowledge and respond to parental treatment preferences. En ligne : https://doi.org/10.1111/jcpp.12825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder [texte imprimé] / David DALEY, Auteur ; Saskia VAN DER OORD, Auteur ; Maite FERRIN, Auteur ; Samuele CORTESE, Auteur ; Marina DANCKAERTS, Auteur ; Manfred DOEPFNER, Auteur ; Barbara J. VAN DEN HOOFDAKKER, Auteur ; David COGHILL, Auteur ; Margaret THOMPSON, Auteur ; Philip ASHERSON, Auteur ; Tobias BANASCHEWSKI, Auteur ; Daniel BRANDEIS, Auteur ; Jan K. BUITELAAR, Auteur ; Ralf W. DITTMANN, Auteur ; Chris HOLLIS, Auteur ; Martin HOLTMANN, Auteur ; Eric KONOFAL, Auteur ; Michel LECENDREUX, Auteur ; Aribert ROTHENBERGER, Auteur ; Paramala SANTOSH, Auteur ; Emily SIMONOFF, Auteur ; Cesar SOUTULLO, Auteur ; Hans-Christoph STEINHAUSEN, Auteur ; Argyris STRINGARIS, Auteur ; Eric TAYLOR, Auteur ; Ian C.K. WONG, Auteur ; Alessandro ZUDDAS, Auteur ; Edmund J.S. SONUGA-BARKE, Auteur . - p.932-947. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-9 (September 2018) . - p.932-947 Mots-clés : ADHD  behaviour therapy  conduct disorder  parent training  treatment trials Index. décimale : PER Périodiques Résumé : Background Behavioural interventions are recommended for use with children and young people with attention deficit hyperactivity disorder (ADHD); however, specific guidance for their implementation based on the best available evidence is currently lacking. Methods This review used an explicit question and answer format to address issues of clinical concern, based on expert interpretation of the evidence with precedence given to meta-analyses of randomised controlled trials. Results On the basis of current evidence that takes into account whether outcomes are blinded, behavioural intervention cannot be supported as a front-line treatment for core ADHD symptoms. There is, however, evidence from measures that are probably blinded that these interventions benefit parenting practices and improve conduct problems which commonly co-occur with ADHD, and are often the main reason for referral. Initial positive results have also been found in relation to parental knowledge, children's emotional, social and academic functioning ? although most studies have not used blinded outcomes. Generic and specialised ADHD parent training approaches ? delivered either individually or in groups ? have reported beneficial effects. High-quality training, supervision of therapists and practice with the child, may improve outcomes but further evidence is required. Evidence for who benefits the most from behavioural interventions is scant. There is no evidence to limit behavioural treatments to parents with parenting difficulties or children with conduct problems. There are positive effects of additive school-based intervention for the inattentive subtype. Targeting parental depression may enhance the effects of behavioural interventions. Conclusions Parent training is an important part of the multimodal treatment of children with ADHD, which improves parenting, reduces levels of oppositional and noncompliant behaviours and may improve other aspects of functioning. However, blinded evidence does not support it as a specific treatment for core ADHD symptoms. More research is required to understand how to optimise treatment effectiveness either in general or for individual patients and explore potential barriers to treatment uptake and engagement. In terms of selecting which intervention formats to use, it seems important to acknowledge and respond to parental treatment preferences. En ligne : https://doi.org/10.1111/jcpp.12825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Practitioner Review: Pathways to care for ADHD – a systematic review of barriers and facilitators / Nicola WRIGHT in Journal of Child Psychology and Psychiatry, 56-6 (June 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.598-617 Titre : Practitioner Review: Pathways to care for ADHD – a systematic review of barriers and facilitators Type de document : texte imprimé Auteurs : Nicola WRIGHT, Auteur ; Maria MOLDAVSKY, Auteur ; Justine SCHNEIDER, Auteur ; Ipsita CHAKRABARTI, Auteur ; Janine COATES, Auteur ; David DALEY, Auteur ; Puja KOCHHAR, Auteur ; Jon MILLS, Auteur ; Walid SOROUR, Auteur ; Kapil SAYAL, Auteur Article en page(s) : p.598-617 Langues : Anglais (eng) Mots-clés : Attention-deficit disorder with hyperactivity  child  continuity of patient care  health service needs and demands  developmental disability Index. décimale : PER Périodiques Résumé : Background Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder starting in childhood that may persist into adulthood. It can be managed through carefully monitored medication and nonpharmacological interventions. Access to care for children at risk of ADHD varies both within and between countries. A systematic literature review was conducted to investigate the research evidence related to factors which influence children accessing services for ADHD. Method Studies investigating access to care for children at risk of ADHD were identified through electronic searches of the international peer-reviewed and grey literature. Databases were searched from inception till 30th April 2012. This identified 23,156 articles which were subjected to three levels of screening (title, abstract and full text) by a minimum of two independent reviewers. Due to the heterogeneity in the study designs, a narrative approach was used to present the findings. Results Twenty-seven papers met the inclusion criteria; these were grouped into four main themes, with some papers being included in more than one. These were wider determinants (10 papers); identification of need (9 papers); entry and continuity of care (13 papers) and interventions to improve access (4 papers). Barriers and facilitators to access were found to operate at the individual, organisational and societal level. Limited evidence of effective interventions to improve access was identified. Conclusion This review explored the multilayered obstacles in the pathway to care for children at risk of ADHD and the lack of evidence-based interventions designed to address these issues, thereby indicating areas for service development and further evaluative research. En ligne : http://dx.doi.org/10.1111/jcpp.12398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Practitioner Review: Pathways to care for ADHD – a systematic review of barriers and facilitators [texte imprimé] / Nicola WRIGHT, Auteur ; Maria MOLDAVSKY, Auteur ; Justine SCHNEIDER, Auteur ; Ipsita CHAKRABARTI, Auteur ; Janine COATES, Auteur ; David DALEY, Auteur ; Puja KOCHHAR, Auteur ; Jon MILLS, Auteur ; Walid SOROUR, Auteur ; Kapil SAYAL, Auteur . - p.598-617. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.598-617 Mots-clés : Attention-deficit disorder with hyperactivity  child  continuity of patient care  health service needs and demands  developmental disability Index. décimale : PER Périodiques Résumé : Background Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder starting in childhood that may persist into adulthood. It can be managed through carefully monitored medication and nonpharmacological interventions. Access to care for children at risk of ADHD varies both within and between countries. A systematic literature review was conducted to investigate the research evidence related to factors which influence children accessing services for ADHD. Method Studies investigating access to care for children at risk of ADHD were identified through electronic searches of the international peer-reviewed and grey literature. Databases were searched from inception till 30th April 2012. This identified 23,156 articles which were subjected to three levels of screening (title, abstract and full text) by a minimum of two independent reviewers. Due to the heterogeneity in the study designs, a narrative approach was used to present the findings. Results Twenty-seven papers met the inclusion criteria; these were grouped into four main themes, with some papers being included in more than one. These were wider determinants (10 papers); identification of need (9 papers); entry and continuity of care (13 papers) and interventions to improve access (4 papers). Barriers and facilitators to access were found to operate at the individual, organisational and societal level. Limited evidence of effective interventions to improve access was identified. Conclusion This review explored the multilayered obstacles in the pathway to care for children at risk of ADHD and the lack of evidence-based interventions designed to address these issues, thereby indicating areas for service development and further evaluative research. En ligne : http://dx.doi.org/10.1111/jcpp.12398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

A pragmatic randomised controlled trial of the effectiveness and cost-effectiveness of Well Parent Japan in routine care in Japan: The training and nurturing support for mothers (TRANSFORM) study / Shizuka SHIMABUKURO in Journal of Child Psychology and Psychiatry, 65-12 (December 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-12 (December 2024) . - p.1624-1637 Titre : A pragmatic randomised controlled trial of the effectiveness and cost-effectiveness of Well Parent Japan in routine care in Japan: The training and nurturing support for mothers (TRANSFORM) study Type de document : texte imprimé Auteurs : Shizuka SHIMABUKURO, Auteur ; Takashi OSHIO, Auteur ; Takahiro ENDO, Auteur ; Satoshi HARADA, Auteur ; Yushiro YAMASHITA, Auteur ; Akemi TOMODA, Auteur ; Boliang GUO, Auteur ; Yuko GOTO, Auteur ; Atsuko ISHII, Auteur ; Mio IZUMI, Auteur ; Yukiko NAKAHARA, Auteur ; Kazushi YAMAMOTO, Auteur ; David DALEY, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.1624-1637 Langues : Anglais (eng) Mots-clés : ADHD  parent training  Japan  New Forest Parent Programme  Parent Stress Management Index. décimale : PER Périodiques Résumé : Background Well Parent Japan (WPJ) is a new hybrid group parent training programme combining sessions to improve mothers' psychological well-being with a culturally adapted version of the New Forest Parenting Programme (NFPP). This study investigates the effectiveness and cost-effectiveness of WPJ against treatment as usual (TAU) within Japanese child mental health services. Methods TRANSFORM was a pragmatic multi-site randomised controlled trial (RCT) with two parallel arms. Altogether 124 mothers of 6 12-year-old children with DSM-5 ADHD were randomised to WPJ (n 65) or TAU (n 59). Participants were assessed at baseline, post-treatment and three-month follow-up. The primary outcome was parent-domain stress following intervention. Secondary outcomes included maternal reports of child-domain stress, parenting practices, parenting efficacy, mood, family strain, child behaviour and impairment. Objective measures of the parent?child relationship were collected at baseline and post-treatment. Data analysis was intention to treat (ITT) with treatment effects quantified through analysis of covariance (ANCOVA) via multilevel modelling. An incremental cost-effectiveness ratio (ICER) assessed WPJ's cost-effectiveness. Results WPJ was superior to TAU in reducing parent-domain stress post-treatment (adjusted mean difference 5.05, 95% CI 0.33 to 9.81, p .036) and at follow-up (adjusted mean difference 4.82, 95% CI 0.09 to 9.55, p .046). Significant WPJ intervention effects were also observed for parenting practices, parenting efficacy and family strain. WPJ and TAU were not significantly different post-intervention or at follow-up for the other secondary outcomes. The incremental cost of WPJ was 34,202 JPY (315.81 USD). The probability that WPJ is cost-effective is 74% at 10,000 JPY (USD 108.30) per one-point improvement in parenting stress, 92% at 20,000 JPY (216.60 USD). The programme was delivered with high fidelity and excellent retention. Conclusions WPJ can be delivered in routine clinical care at modest cost with positive effects on self-reported well-being of the mothers, parenting practices and family coping. WPJ is a promising addition to psychosocial interventions for ADHD in Japan. En ligne : https://doi.org/10.1111/jcpp.14007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] A pragmatic randomised controlled trial of the effectiveness and cost-effectiveness of Well Parent Japan in routine care in Japan: The training and nurturing support for mothers (TRANSFORM) study [texte imprimé] / Shizuka SHIMABUKURO, Auteur ; Takashi OSHIO, Auteur ; Takahiro ENDO, Auteur ; Satoshi HARADA, Auteur ; Yushiro YAMASHITA, Auteur ; Akemi TOMODA, Auteur ; Boliang GUO, Auteur ; Yuko GOTO, Auteur ; Atsuko ISHII, Auteur ; Mio IZUMI, Auteur ; Yukiko NAKAHARA, Auteur ; Kazushi YAMAMOTO, Auteur ; David DALEY, Auteur ; Gail TRIPP, Auteur . - p.1624-1637. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-12 (December 2024) . - p.1624-1637 Mots-clés : ADHD  parent training  Japan  New Forest Parent Programme  Parent Stress Management Index. décimale : PER Périodiques Résumé : Background Well Parent Japan (WPJ) is a new hybrid group parent training programme combining sessions to improve mothers' psychological well-being with a culturally adapted version of the New Forest Parenting Programme (NFPP). This study investigates the effectiveness and cost-effectiveness of WPJ against treatment as usual (TAU) within Japanese child mental health services. Methods TRANSFORM was a pragmatic multi-site randomised controlled trial (RCT) with two parallel arms. Altogether 124 mothers of 6 12-year-old children with DSM-5 ADHD were randomised to WPJ (n 65) or TAU (n 59). Participants were assessed at baseline, post-treatment and three-month follow-up. The primary outcome was parent-domain stress following intervention. Secondary outcomes included maternal reports of child-domain stress, parenting practices, parenting efficacy, mood, family strain, child behaviour and impairment. Objective measures of the parent?child relationship were collected at baseline and post-treatment. Data analysis was intention to treat (ITT) with treatment effects quantified through analysis of covariance (ANCOVA) via multilevel modelling. An incremental cost-effectiveness ratio (ICER) assessed WPJ's cost-effectiveness. Results WPJ was superior to TAU in reducing parent-domain stress post-treatment (adjusted mean difference 5.05, 95% CI 0.33 to 9.81, p .036) and at follow-up (adjusted mean difference 4.82, 95% CI 0.09 to 9.55, p .046). Significant WPJ intervention effects were also observed for parenting practices, parenting efficacy and family strain. WPJ and TAU were not significantly different post-intervention or at follow-up for the other secondary outcomes. The incremental cost of WPJ was 34,202 JPY (315.81 USD). The probability that WPJ is cost-effective is 74% at 10,000 JPY (USD 108.30) per one-point improvement in parenting stress, 92% at 20,000 JPY (216.60 USD). The programme was delivered with high fidelity and excellent retention. Conclusions WPJ can be delivered in routine clinical care at modest cost with positive effects on self-reported well-being of the mothers, parenting practices and family coping. WPJ is a promising addition to psychosocial interventions for ADHD in Japan. En ligne : https://doi.org/10.1111/jcpp.14007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Research Review: Mechanisms of change and between-family differences in parenting interventions for children with ADHD - an individual participant data meta-analysis / Constantina PSYLLOU in Journal of Child Psychology and Psychiatry, 66-9 (September 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-9 (September 2025) . - p.1304-1319 Titre : Research Review: Mechanisms of change and between-family differences in parenting interventions for children with ADHD - an individual participant data meta-analysis Type de document : texte imprimé Auteurs : Constantina PSYLLOU, Auteur ; Marjolein LUMAN, Auteur ; Barbara J. VAN DEN HOOFDAKKER, Auteur ; Saskia VAN DER OORD, Auteur ; Asma AGHEBATI, Auteur ; Bianca E. BOYER, Auteur ; Jan K. BUITELAAR, Auteur ; Andrea CHRONIS-TUSCANO, Auteur ; David DALEY, Auteur ; Tycho J. DEKKERS, Auteur ; George J. DUPAUL, Auteur ; Gregory A. FABIANO, Auteur ; Maite FERRIN, Auteur ; Nike FRANKE, Auteur ; Naama Gershy TSAHOR, Auteur ; Elizabeth A. HARVEY, Auteur ; Timo HENNIG, Auteur ; Sharonne HERBERT, Auteur ; Pieter J. HOEKSTRA, Auteur ; Lee KERN, Auteur ; Jennifer A. MAUTONE, Auteur ; Amori Yee MIKAMI, Auteur ; Sébastien NORMAND, Auteur ; Linda J. PFIFFNER, Auteur ; Shizuka SHIMABUKURO, Auteur ; Satyam Antonio SCHRAMM, Auteur ; Julie B. SCHWEITZER, Auteur ; Margaret H. SIBLEY, Auteur ; Edmund SONUGA-BARKE, Auteur ; Catherine THOMPSON, Auteur ; Margaret J. THOMPSON, Auteur ; Gail TRIPP, Auteur ; Carolyn WEBSTER-STRATTON, Auteur ; Yuhuan XIE, Auteur ; Patty LEIJTEN, Auteur ; Annabeth P. GROENMAN, Auteur Article en page(s) : p.1304-1319 Langues : Anglais (eng) Mots-clés : Parent training  ADHD  parenting  meta-analysis  structural equation modelling Index. décimale : PER Périodiques Résumé : Background Understanding the mechanisms of change and between-family differences in behavioural parenting interventions for children with attention-deficit/hyperactivity disorder (ADHD) may help personalise interventions. Therefore, we examined whether improvements in parenting are associated with changes in child behaviour and functional outcomes, and how these associations vary based on parents' baseline parenting levels. Methods We collected individual participant data including 19 randomised controlled trials focusing on children with ADHD (n 1,720). Immediate post-intervention measures of child ADHD and oppositional behaviour severity, reported by parents and functional impairment reported by either the parent or probably masked clinicians, were treated as outcomes. We estimated pathways from intervention (vs. control) to child outcomes, via immediate post-intervention parent reports of constructive parenting (e.g. praise), non-constructive parenting (e.g. physical punishment) and parent?child affection (e.g. warmth), while controlling for baseline values of both child outcomes and parenting levels. Baseline values of each parenting variable were used as moderators of the mediated pathways. Results Improvements in parenting behaviours and parent?child affection immediately following the intervention jointly explained concurrent improvements in children's ADHD severity, oppositional behaviour and functional impairment. Furthermore, when reversing the direction of the pathways, improvements in all child outcomes jointly explained improvements in each aspect of parenting. Improvements in non-constructive parenting and parent?child affection uniquely accounted for intervention effects on functional impairment, especially for families with higher baseline levels of non-constructive parenting. Conclusions Our findings might indicate that improvements in both the behavioural and affective aspects of parenting are associated with concurrent reductions in child behaviour problems and functional impairment. However, more research is necessary to explore the potential causal directionality between parenting and child outcomes. Nonetheless, supporting families with poorer parenting skills may be especially important, as reductions in non-constructive parenting in these families are linked to stronger treatment effects on child functional impairment. En ligne : https://doi.org/10.1111/jcpp.14120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Research Review: Mechanisms of change and between-family differences in parenting interventions for children with ADHD - an individual participant data meta-analysis [texte imprimé] / Constantina PSYLLOU, Auteur ; Marjolein LUMAN, Auteur ; Barbara J. VAN DEN HOOFDAKKER, Auteur ; Saskia VAN DER OORD, Auteur ; Asma AGHEBATI, Auteur ; Bianca E. BOYER, Auteur ; Jan K. BUITELAAR, Auteur ; Andrea CHRONIS-TUSCANO, Auteur ; David DALEY, Auteur ; Tycho J. DEKKERS, Auteur ; George J. DUPAUL, Auteur ; Gregory A. FABIANO, Auteur ; Maite FERRIN, Auteur ; Nike FRANKE, Auteur ; Naama Gershy TSAHOR, Auteur ; Elizabeth A. HARVEY, Auteur ; Timo HENNIG, Auteur ; Sharonne HERBERT, Auteur ; Pieter J. HOEKSTRA, Auteur ; Lee KERN, Auteur ; Jennifer A. MAUTONE, Auteur ; Amori Yee MIKAMI, Auteur ; Sébastien NORMAND, Auteur ; Linda J. PFIFFNER, Auteur ; Shizuka SHIMABUKURO, Auteur ; Satyam Antonio SCHRAMM, Auteur ; Julie B. SCHWEITZER, Auteur ; Margaret H. SIBLEY, Auteur ; Edmund SONUGA-BARKE, Auteur ; Catherine THOMPSON, Auteur ; Margaret J. THOMPSON, Auteur ; Gail TRIPP, Auteur ; Carolyn WEBSTER-STRATTON, Auteur ; Yuhuan XIE, Auteur ; Patty LEIJTEN, Auteur ; Annabeth P. GROENMAN, Auteur . - p.1304-1319. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-9 (September 2025) . - p.1304-1319 Mots-clés : Parent training  ADHD  parenting  meta-analysis  structural equation modelling Index. décimale : PER Périodiques Résumé : Background Understanding the mechanisms of change and between-family differences in behavioural parenting interventions for children with attention-deficit/hyperactivity disorder (ADHD) may help personalise interventions. Therefore, we examined whether improvements in parenting are associated with changes in child behaviour and functional outcomes, and how these associations vary based on parents' baseline parenting levels. Methods We collected individual participant data including 19 randomised controlled trials focusing on children with ADHD (n 1,720). Immediate post-intervention measures of child ADHD and oppositional behaviour severity, reported by parents and functional impairment reported by either the parent or probably masked clinicians, were treated as outcomes. We estimated pathways from intervention (vs. control) to child outcomes, via immediate post-intervention parent reports of constructive parenting (e.g. praise), non-constructive parenting (e.g. physical punishment) and parent?child affection (e.g. warmth), while controlling for baseline values of both child outcomes and parenting levels. Baseline values of each parenting variable were used as moderators of the mediated pathways. Results Improvements in parenting behaviours and parent?child affection immediately following the intervention jointly explained concurrent improvements in children's ADHD severity, oppositional behaviour and functional impairment. Furthermore, when reversing the direction of the pathways, improvements in all child outcomes jointly explained improvements in each aspect of parenting. Improvements in non-constructive parenting and parent?child affection uniquely accounted for intervention effects on functional impairment, especially for families with higher baseline levels of non-constructive parenting. Conclusions Our findings might indicate that improvements in both the behavioural and affective aspects of parenting are associated with concurrent reductions in child behaviour problems and functional impairment. However, more research is necessary to explore the potential causal directionality between parenting and child outcomes. Nonetheless, supporting families with poorer parenting skills may be especially important, as reductions in non-constructive parenting in these families are linked to stronger treatment effects on child functional impairment. En ligne : https://doi.org/10.1111/jcpp.14120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes / Chloe JOHNSON in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2725-2738 Titre : School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes Type de document : texte imprimé Auteurs : Chloe JOHNSON, Auteur ; Clare WOOD, Auteur ; David DALEY, Auteur ; Lai-Sang IAO, Auteur Article en page(s) : p.2725-2738 Langues : Anglais (eng) Mots-clés : autism  participatory research  participatory approaches  participatory methods  school  review  reduced inequalities Index. décimale : PER Périodiques Résumé : Participatory research offers a promising means to understand how autistic children and young people (CYP) can be supported and to co-create services or resources that meet their needs. While widely valued, evidence on the most effective ways to meaningfully engage autistic CYP, and on whether and how findings reach educators, is limited. This systematic review narratively synthesises studies reporting the use of school-based participatory research with autistic CYP and reports the approaches, methods, and outcomes of such projects. Initial searches across five databases yielded 1,515 results. After removal of duplicates, 493 studies were screened by abstract and title, and full-text screening was conducted on studies (n = 48) that appeared to meet the inclusion criteria. Studies that met pre-identified eligibility criteria (n = 22), and studies identified through backward citation (n = 2), were included. Creative idea generation, tangible methods, and visual methods are particularly effective for engaging this demographic. However, it was difficult to determine broader implications for schools, as few researchers reported sharing findings with educators. Findings highlight the potential for participatory research, if carefully designed and consistently shared with educators and decision-makers, to contribute to more inclusive schools responsive to the needs and strengths of autistic CYP.Lay Abstract Participatory research means working with communities rather than doing research on them. In the context of autism, this approach involves collaborating directly with autistic children and young people to understand how schools can better support them and to co-create services or resources that meet their needs. While participatory approaches are widely valued, there is limited evidence on the most effective ways to meaningfully involve autistic children and young people in research. In this review, we examined how participatory research has been carried out with autistic children and young people in school settings. We searched five electronic databases for studies published between 2014 and 2024. From these searches, we found 1,515 studies. We then removed studies that were the same, which left us with 493. We then checked the abstract and titles of these 493 studies to see if we should include them in our review. We then read full texts for 48 studies and included 22. By checking the reference lists of the included studies, we identified two additional studies, bringing the total to 24. We found that different ways of involving autistic children and young people in research can work in school settings. Creative idea generation, tangible methods, and visual methods were particularly effective for helping them take part. However, many studies did not report whether findings were shared back with schools, making it difficult to assess broader impacts. Overall, our review highlights the potential for participatory research, when carefully planned and transparently shared with stakeholders, to support schools in becoming more inclusive and better meeting the needs and strengths of autistic students. En ligne : https://dx.doi.org/10.1177/13623613261460932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes [texte imprimé] / Chloe JOHNSON, Auteur ; Clare WOOD, Auteur ; David DALEY, Auteur ; Lai-Sang IAO, Auteur . - p.2725-2738. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2725-2738 Mots-clés : autism  participatory research  participatory approaches  participatory methods  school  review  reduced inequalities Index. décimale : PER Périodiques Résumé : Participatory research offers a promising means to understand how autistic children and young people (CYP) can be supported and to co-create services or resources that meet their needs. While widely valued, evidence on the most effective ways to meaningfully engage autistic CYP, and on whether and how findings reach educators, is limited. This systematic review narratively synthesises studies reporting the use of school-based participatory research with autistic CYP and reports the approaches, methods, and outcomes of such projects. Initial searches across five databases yielded 1,515 results. After removal of duplicates, 493 studies were screened by abstract and title, and full-text screening was conducted on studies (n = 48) that appeared to meet the inclusion criteria. Studies that met pre-identified eligibility criteria (n = 22), and studies identified through backward citation (n = 2), were included. Creative idea generation, tangible methods, and visual methods are particularly effective for engaging this demographic. However, it was difficult to determine broader implications for schools, as few researchers reported sharing findings with educators. Findings highlight the potential for participatory research, if carefully designed and consistently shared with educators and decision-makers, to contribute to more inclusive schools responsive to the needs and strengths of autistic CYP.Lay Abstract Participatory research means working with communities rather than doing research on them. In the context of autism, this approach involves collaborating directly with autistic children and young people to understand how schools can better support them and to co-create services or resources that meet their needs. While participatory approaches are widely valued, there is limited evidence on the most effective ways to meaningfully involve autistic children and young people in research. In this review, we examined how participatory research has been carried out with autistic children and young people in school settings. We searched five electronic databases for studies published between 2014 and 2024. From these searches, we found 1,515 studies. We then removed studies that were the same, which left us with 493. We then checked the abstract and titles of these 493 studies to see if we should include them in our review. We then read full texts for 48 studies and included 22. By checking the reference lists of the included studies, we identified two additional studies, bringing the total to 24. We found that different ways of involving autistic children and young people in research can work in school settings. Creative idea generation, tangible methods, and visual methods were particularly effective for helping them take part. However, many studies did not report whether findings were shared back with schools, making it difficult to assess broader impacts. Overall, our review highlights the potential for participatory research, when carefully planned and transparently shared with stakeholders, to support schools in becoming more inclusive and better meeting the needs and strengths of autistic students. En ligne : https://dx.doi.org/10.1177/13623613261460932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

The impact of a computerised test of attention and activity (QbTest) on diagnostic decision-making in children and young people with suspected attention deficit hyperactivity disorder: single-blind randomised controlled trial / Chris HOLLIS in Journal of Child Psychology and Psychiatry, 59-12 (December 2018)  

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