Feasibility study of a telehealth school-based behavioral parent training group program for attention-deficit/hyperactivity disorder.

IF 2.7 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Pediatric Psychology Pub Date : 2024-10-01 DOI:10.1093/jpepsy/jsae060

Sara Chung, Jasmine Lai, Elizabeth J Hawkey, Melissa R Dvorsky, Elizabeth Owens, Emma Huston, Linda J Pfiffner

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引用次数: 0

Abstract

Objective: To evaluate the feasibility and preliminary efficacy of Telehealth Behavioral Parent Training (T-BPT), a school telehealth group intervention for attention-deficit/hyperactivity disorder (ADHD) with a companion training program for school clinicians.

Methods: T-BPT was developed in an iterative three-phase design in partnership with community stakeholders during the COVID-19 pandemic. School clinicians (N = 4) delivered T-BPT over 8 weeks to parents (N = 21, groups of 5-6 per school) of children (Grades 2-5) with ADHD while simultaneously receiving training and consultation from PhD-level study trainers. A single-arm open trial was used to assess feasibility, engagement, and preliminary efficacy.

Results: Parents and school clinicians endorsed high feasibility, acceptability, and usability of T-BPT. Parent attendance was high (M = 94.6%) and a majority of parents (66.7%) attended all eight sessions. Preliminary outcomes indicate moderate to large reductions in parent-reported ADHD symptoms (ω2 = .36), functional and clinical global impairment (ω2s= .21 and .19, respectively), and distance learning challenges (ω2 = .22).

Conclusions: Results were in line with in-person delivery, indicating promising feasibility of school telehealth BPT groups. This study also provided further support for the feasibility of the remote training model for school clinicians. Implications of the commonly endorsed barriers and benefits beyond COVID-19 and relevance to under resourced communities are also discussed.

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针对注意力缺陷/多动症的远程医疗校本行为家长培训小组项目的可行性研究。

目的：评估远程保健行为家长培训（T-BPT）的可行性和初步疗效：评估远程医疗行为家长培训（T-BPT）的可行性和初步疗效，这是一项针对注意力缺陷/多动障碍（ADHD）的学校远程医疗小组干预措施，并为学校临床医生提供配套培训项目：方法：T-BPT 是在 COVID-19 大流行期间与社区利益相关者合作开发的，分三个阶段迭代设计。学校临床医生（N = 4）在 8 周时间内向多动症儿童（2-5 年级）的家长（N = 21，每所学校 5-6 人一组）提供 T-BPT，同时接受博士级研究培训师的培训和咨询。采用单臂开放式试验评估可行性、参与度和初步疗效：结果：家长和学校临床医生对 T-BPT 的可行性、可接受性和可用性给予了高度评价。家长的出席率很高（M = 94.6%），大多数家长（66.7%）参加了全部八次课程。初步结果表明，家长报告的多动症症状（ω2 = .36）、功能性和临床全面损伤（ω2s = .21和.19）以及远程学习挑战（ω2 = .22）均有中度至大幅减少：结论：研究结果与面对面授课的结果一致，表明学校远程保健 BPT 小组具有良好的可行性。这项研究还进一步支持了学校临床医生远程培训模式的可行性。此外，还讨论了 COVID-19 以外普遍认可的障碍和益处的影响，以及与资源不足社区的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pediatric Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

6.00

自引率

11.10%

发文量

期刊介绍： The Journal of Pediatric Psychology is the official journal of the Society of Pediatric Psychology, Division 54 of the American Psychological Association. The Journal of Pediatric Psychology publishes articles related to theory, research, and professional practice in pediatric psychology. Pediatric psychology is an integrated field of science and practice in which the principles of psychology are applied within the context of pediatric health. The field aims to promote the health and development of children, adolescents, and their families through use of evidence-based methods.