Assessing adherence and clinical utility of modified goal management training for adolescents with ADHD: A pilot study.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2024-06-10 DOI:10.1080/21622965.2024.2353828

Mahsa Sadeghi, Eleenor Abraham, Tara McAuley

{"title":"Assessing adherence and clinical utility of modified goal management training for adolescents with ADHD: A pilot study.","authors":"Mahsa Sadeghi, Eleenor Abraham, Tara McAuley","doi":"10.1080/21622965.2024.2353828","DOIUrl":null,"url":null,"abstract":"<p><p>Many adolescents with attention-deficit hyperactivity disorder (ADHD) have executive functioning (EF) difficulties that contribute to academic and social-emotional challenges. This pilot explored adherence to and effectiveness of modified Goal Management Training (GMT), an EF intervention, with ADHD youth. Six adolescents with ADHD (14-17 years, 2 female) participated in a 6-session online group. Adherence was tracked via attendance and homework. Reliable change scores gaged pre-post differences on measures before and after training (primary: everyday EF and goal attainment; secondary: EF task performance, functional impairment, emotional adjustment, and self-concept). All youth attended at least 4 sessions, though homework completion was mixed. Four youth achieved their goal, some demonstrated reliable change on outcome measures, and all evidenced a reduction in impairment. Results support the feasibility of modified GMT in adolescents with ADHD and suggest that youth may benefit from this more personalized and holistic approach to EF intervention.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Neuropsychology: Child","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/21622965.2024.2353828","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}

引用次数: 0

Abstract

Many adolescents with attention-deficit hyperactivity disorder (ADHD) have executive functioning (EF) difficulties that contribute to academic and social-emotional challenges. This pilot explored adherence to and effectiveness of modified Goal Management Training (GMT), an EF intervention, with ADHD youth. Six adolescents with ADHD (14-17 years, 2 female) participated in a 6-session online group. Adherence was tracked via attendance and homework. Reliable change scores gaged pre-post differences on measures before and after training (primary: everyday EF and goal attainment; secondary: EF task performance, functional impairment, emotional adjustment, and self-concept). All youth attended at least 4 sessions, though homework completion was mixed. Four youth achieved their goal, some demonstrated reliable change on outcome measures, and all evidenced a reduction in impairment. Results support the feasibility of modified GMT in adolescents with ADHD and suggest that youth may benefit from this more personalized and holistic approach to EF intervention.

查看原文本刊更多论文

评估针对多动症青少年的改良目标管理培训的依从性和临床实用性：试点研究。

许多患有注意力缺陷多动障碍（ADHD）的青少年都有执行功能（EF）方面的困难，这些困难导致了他们在学业和社交情感方面的挑战。本试验探讨了针对注意力缺陷多动障碍青少年的执行功能干预--改良目标管理训练（GMT）的坚持性和有效性。六名患有多动症的青少年（14-17 岁，两名女性）参加了一个为期六节课的在线小组。通过出勤和家庭作业对坚持情况进行跟踪。可靠的变化评分衡量了训练前后的差异（主要指标：日常情商和目标达成；次要指标：情商任务表现、功能障碍、情绪调整和自我概念）。所有青少年都参加了至少 4 次培训，但作业完成情况参差不齐。四名青少年实现了他们的目标，一些青少年在结果测量中表现出可靠的变化，所有青少年的功能损伤都有所减轻。研究结果表明，修改后的格林威治标准时间疗法对患有多动症的青少年是可行的，并表明青少年可能会从这种更加个性化和全面的情绪情感干预方法中受益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.