Journal of Attention Disorders最新文献

{"title":"Mental Health and Coping in Women With ADHD During the Pandemic.","authors":"Rebecca Nurgitz, Carlin J Miller","doi":"10.1177/10870547261437893","DOIUrl":"10.1177/10870547261437893","url":null,"abstract":"<p><p>Recent research suggests that women make up a substantial proportion of adults with ADHD, but they are less likely to be identified, diagnosed, and adequately treated.</p><p><strong>Objective: </strong>A diverse group of 307 females (17-30 years of age) was recruited for an online mixed methods study on mental health and coping in women with ADHD.</p><p><strong>Methods: </strong>In the first phase of the study, data from women reporting low and high levels of ADHD symptoms, including some previously diagnosed with ADHD, were collected. Quantitative results suggest that women with substantial ADHD symptoms experience more difficulty with emotional regulation, more distress, greater loneliness, and they are less resilient and less self-compassionate. To follow up, all women who reported a previous diagnosis of ADHD in the first phase were invited to participate in interviews exploring how they cope with high stress. A total of 15 women were interviewed.</p><p><strong>Results: </strong>Qualitative results suggest that although participants described engaging with and regulating internal experiences as more effective, they were more likely to use avoidance coping, often thought to be less effective. Further, when participants reported less emotional insight/awareness, they were also less likely to use internally focussed approach strategies.</p><p><strong>Conclusion: </strong>Thus, the reduced self-awareness that is characteristic of ADHD may represent an additional challenge to effective coping. These results underline the importance of ongoing research and clinical attention for women with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1118-1132"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13400798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147690430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accessibility of ADHD Assessments in Australia: A Secret Shopper Study.","authors":"Clare O'Toole, John Finlayson, Stuart Johnstone, Kate Croaker","doi":"10.1177/10870547261421983","DOIUrl":"10.1177/10870547261421983","url":null,"abstract":"<p><strong>Aim: </strong>This study aimed to provide a representative indication of the accessibility of both adult and child ADHD assessments in Australia for psychologists, psychiatrists, and paediatricians. Accessibility was considered in terms of clinician availability, wait times for an initial session, initial session costs, and total assessment costs across Australian states and territories, remoteness areas, and socioeconomic ranges.</p><p><strong>Methods: </strong>Using a secret shopper design, researchers posed as potential consumers seeking an ADHD assessment for themselves and/or their child. A total of 736 clinicians were contacted via telephone between May and August 2024.</p><p><strong>Results: </strong>Fifty-nine percent of clinicians responded, and 49.8% of respondents were available to book an ADHD assessment. The average wait times for psychologists, psychiatrists, and paediatricians were 7, 16, and 31 weeks, respectively (Mdn = 3, 15, and 26; IQR = 7, 16, and 31). The average initial session costs and estimated total assessment costs were $266 and $1,622 for psychologists (Mdn = 250 and 1,625; IQR = 57 and 929), $748 and $1,163 for psychiatrists (Mdn = 750 and 1,086; IQR = 340 and 555), and $500 and $598 for paediatricians (Mdn = 495 and 585; IQR = 123 and 739).</p><p><strong>Conclusion: </strong>This study identified substantial barriers to ADHD assessment accessibility in Australia. Low clinician availability, long wait times, and high costs for assessments are all factors contributing to healthcare access inequality. Policy changes and investment, as well as further research into contributing factors, are needed to improve availability and accessibility.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1104-1117"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13400827/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147306363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attachment Style and Family Functioning as Predictors of Trauma Symptoms in Children With ADHD After a Major Disaster.","authors":"Serkan Gunes, Nazmiye Ince, Dilek Altun Varmis, Elif Kocak, Emine Merve Kalinli, Tugce Hilda Demirci, Emine Cilogulları, Kubra Sahin, Gupse Inal Ulutas, Cumali Yuksekkaya, Elif Gozde Yuce Antepuzumu","doi":"10.1177/10870547261432423","DOIUrl":"10.1177/10870547261432423","url":null,"abstract":"<p><strong>Background: </strong>Children with attention deficit hyperactivity disorder (ADHD) are vulnerable to the psychological impact of traumatic events due to inherent difficulties in emotion regulation and executive functioning. This study examines the predictive roles of attachment styles and family functioning on depressive, anxiety, and posttraumatic stress disorder (PTSD) symptoms in children with ADHD following the 2023 Türkiye earthquakes.</p><p><strong>Methods: </strong>A longitudinal design was employed with 124 children diagnosed with ADHD, assessed at 3 months (T1) and 12 months (T2) after the earthquakes. Attachment styles were evaluated using the Three-Dimensional Attachment Styles Scale, and family functioning was assessed via the Family Assessment Device. Psychological symptoms were measured using the Children's Depression Inventory, State-Trait Anxiety Inventory, and Children's Revised Impact of Event Scale-13. Hierarchical multiple regression analyses were conducted to identify predictors of T2 emotional outcomes.</p><p><strong>Results: </strong>Significant reductions were observed in depressive, state anxiety, and PTSD symptoms between T1 and T2, while trait anxiety remained stable. Poor family functioning and insecure attachment styles, particularly anxious attachment, were robust predictors of elevated emotional symptoms at follow-up. Avoidant attachment was uniquely associated with PTSD symptoms but not with depression or anxiety. Pharmacological treatment was related to lower symptom severity across all domains.</p><p><strong>Conclusions: </strong>The findings underscore the influence of relational and familial factors in shaping psychological responses to disaster-related trauma in children with ADHD. Post-disaster interventions should incorporate attachment-informed and family-centered approaches alongside pharmacological treatment to optimize recovery in this high-risk group.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1151-1162"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147574105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unmasking Potential Impacts of Parent and Coparent ADHD on Mental Health in the First Year Postpartum.","authors":"Elyse G Mark, Leslie A Rajendran, Lindsay Taraban, Michelle A Wilson, Brooke S G Molina, Heather M Joseph","doi":"10.1177/10870547261438170","DOIUrl":"10.1177/10870547261438170","url":null,"abstract":"<p><strong>Objective: </strong>Parental mental health plays a critical role in the wellbeing of the family, yet few studies have examined how parental ADHD affects postpartum depression and anxiety. This study investigates the hypothesis that parent (including coparent) ADHD symptoms are associated with postpartum depressive and anxiety symptoms.</p><p><strong>Methods: </strong>117 mother-father dyads (half with parental ADHD) were recruited when their infants were 6 to 10 months old. Participants completed questionnaires on ADHD, depression, anxiety, and social support. Clinician-administered semi-structured interviews assessed ADHD symptoms and psychiatric histories.</p><p><strong>Results: </strong>Participants in ADHD and non-ADHD dyads were demographically comparable but differed in prevalence of prior mood disorder (47% vs. 24%). Individuals with ADHD had significantly higher odds of moderate-to-severe depressive (OR = 2.70, 95% CI [1.10, 6.62]) and anxiety symptoms (OR = 4.58, 95% CI [1.82, 11.53]). Parallel mixed effects models accounting for parent dyad found that self-reported and clinician-reported ADHD symptoms and prior mood disorder history were significant predictors of depressive and anxiety symptoms (<i>p</i> < .025). Coparent ADHD symptoms were significantly associated with postpartum mood symptoms in the self-report models only. Higher perceived social support was associated with fewer depressive symptoms, approaching or reaching statistical significance in self- and clinician-report models, respectively. Secondary analysis identified self-reported ADHD symptoms and prior mood disorder as predictors of postpartum depressive and anxiety symptoms regardless of parent sex (<i>p</i> < .05).</p><p><strong>Conclusion: </strong>Findings suggest that parental ADHD - in either parent - contributes to postpartum psychological distress. Screening and treatment of ADHD in new parents may reduce depressive and anxiety symptoms for those showing ADHD symptoms and their coparents, supporting the mental health outcomes of the whole family.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1178-1188"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13400788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147690461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent Perspectives on Barriers to Behavioral Health Services for Children With ADHD.","authors":"Brittany J Taylor, Ann DiGirolamo, Angela Snyder, Colleen Smith, Angelika H Claussen, Helena J Hutchins, Amanda Phillips Martinez","doi":"10.1177/10870547251412660","DOIUrl":"10.1177/10870547251412660","url":null,"abstract":"<p><strong>Objective: </strong>The American Academy of Pediatrics (AAP) recommends behavioral therapy as first-line evidence-based treatment for young children with ADHD, and in combination with medications for children ages 6 years and older. However, a significant percentage of young children are receiving medication treatment for ADHD rather than behavioral treatment. There is limited research capturing parent experiences of barriers to implementing behavioral health services for young children with ADHD diagnoses. This paper seeks to fill this gap by exploring these perceived barriers among parents of children diagnosed with ADHD.</p><p><strong>Method: </strong>Parents of children with ADHD diagnoses (<i>N</i> = 29) were invited to participate in four focus groups to discuss their experiences with accessing treatment for their child. Focus group participants were recruited from one Southeast city through an ADHD parental support group and nationally from parents attending a conference on ADHD.</p><p><strong>Results: </strong>Three themes emerged as perceived barriers that impact ADHD treatment. Parents reported barriers that can be conceptualized as (1) misconceptions and stigma; (2) availability of financial and time-related resources; and (3) treatment messaging and provider coordination. These barriers may be more pronounced for parents of young children with ADHD living in the Southeast.</p><p><strong>Conclusion: </strong>Parent responses about perceived barriers in this study suggest a need for better coordinated care of ADHD across places of service, providers, and families. These findings may inform future efforts to improve access to and utilization of evidence-based treatments for ADHD in the Southeast and nationwide.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1091-1103"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13312204/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146018627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Multilingualism and Immigration Background on Attention Difficulties and ADHD Diagnoses: Findings From a Large Cohort Study in Norway.","authors":"Franziska Köder, Curtis Sharma, Cecilie Rummelhoff, Maria Garraffa, Merete Glenne Øie","doi":"10.1177/10870547261478017","DOIUrl":"https://doi.org/10.1177/10870547261478017","url":null,"abstract":"<p><strong>Objective: </strong>This study aims to investigate the relationship between children's multilingualism, immigration background, and their attention difficulties, as well as the prevalence of ADHD diagnoses.</p><p><strong>Methods: </strong>Questionnaire data on 70,102 children from the Norwegian Mother, Father and Child Cohort Study (MoBa), including parental ratings of attention difficulties (Child Behavior Checklist, Parent/Teacher Rating Scale for Disruptive Behavior Disorders) and multilingual language use, was linked with registry data from the Norwegian Patient Registry concerning ADHD diagnoses.</p><p><strong>Results: </strong>Our findings indicate that multilingual children exhibited higher ratings of attention difficulties compared to their monolingual peers. However, the prevalence of ADHD diagnoses did not show significant differences based on multilingualism or parental language background. Nevertheless, there are indications that children with mothers from North Africa, the Middle East, Southeast Asia, East Asia, and Oceania may be at risk of being underdiagnosed for ADHD in Norway. In addition, girls whose mothers spoke a native language other than Norwegian were diagnosed with ADHD significantly later than girls with native Norwegian-speaking mothers.</p><p><strong>Conclusion: </strong>Our results raise concerns about the validity of parental questionnaires, such as the Child Behavior Checklist, in assessing attention difficulties across various cultural and linguistic backgrounds, as well as the overall quality of ADHD evaluations for these children. The delayed ADHD diagnoses among daughters of immigrant mothers highlight potential systemic inequalities within the Norwegian healthcare system, emphasizing the need for linguistically and culturally sensitive assessment tools to better support neurodiverse children from diverse backgrounds.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261478017"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148864898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behavioral and Self-Report Measures of Spontaneous Mind Wandering Predict Different Aspects of ADHD in Adults.","authors":"Takehiro Minamoto, Takuma Hayashi, Md Abdullah Al-Mamun","doi":"10.1177/10870547261448262","DOIUrl":"10.1177/10870547261448262","url":null,"abstract":"<p><strong>Objective: </strong>Studies have provided evidence that mind wandering (MW) is involved in the symptomatology of attention deficit/hyperactivity disorder (ADHD). One of the notable categorizations of MW is based on the dimension of intentionality, in which intentional MW is labeled as deliberate MW (D-MW) while the unintentional form is called spontaneous MW (S-MW). S-MW has been reported to be associated with lapses of attention or impulsive behaviors in individuals with ADHD. Using self-report and behavioral measures, the present study aimed to replicate the finding that scores on the S-MW scale predict those on the ADHD Self-Report Scale (ASRS) and to examine whether task performance under the S-MW state similarly predicts the scores on the ASRS scores.</p><p><strong>Method: </strong>The participants completed the ASRS and the D-MW and S-MW scales several days before performing the laboratory task (i.e., the continuous counting Stroop task). During the Stroop task (576 trials × 2 blocks), experience sampling probes were presented (20/block), which requested the participants to report their attentional state (i.e., concentrated, D-MW, S-MW, or other).</p><p><strong>Results: </strong>A univariate analysis showed that the accuracy of the Stroop task was remarkably lower under S-MW than under D-MW. Multiple regression analyses showed that scores on the S-MW scale and the accuracy of the Stroop task in the S-MW state independently predicted the ASRS scores.</p><p><strong>Conclusion: </strong>These results may indicate that individuals with ADHD could suffer from two different types of interference stemming from S-MW.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1189-1204"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147838500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' Experiences of Living with ADHD at University: A Meta-Ethnography.","authors":"Maree Mestichelli, Elisa Pepall, Thuy Tran, Mandy Stanley, Amy Cairns, Therese A O'Sullivan","doi":"10.1177/10870547261456912","DOIUrl":"10.1177/10870547261456912","url":null,"abstract":"<p><p>While the prevalence of attention deficit hyperactivity disorder (ADHD) among university students varies depending on the population studied, it has been estimated at approximately 16%. University students with ADHD may find that the condition affects their academic performance, social interactions, and well-being. This meta-ethnographic review synthesizes findings from 25 qualitative studies to explore the lived experiences of university students with ADHD. The studies, published between 2000 and 2023, were predominantly conducted in the United States with sample sizes ranging from 4 to 135 students. Students came from a broad range of academic disciplines and included undergraduates, recent graduates, and attendees of various post-secondary institutions. Findings show that difficulties with organization, time management, and maintaining focus during lectures or while completing assignments are common struggles. These students also face challenges transitioning into university life, particularly in terms of academic expectations and social participation. Whilst universities often provide accommodations such as extended test times, these supports are often too generic and insufficient, failing to address the specific needs of individual students. Furthermore, stigma around ADHD can exacerbate challenges. Tailored accommodations, such as check-ins or more flexible assessment formats, together with effective peer support programs, enhance academic success. Targeted support for the transition to the workplace may help students feel more confident as they complete their degrees. Additionally, addressing societal stigma can contribute to creating a more neurodiverse-friendly environment. There is an urgent need for universities to rethink support structures and ensure a more inclusive academic experience for students with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1133-1150"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148301849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric Evaluation of the Spanish Translation of the Disruptive-Behavior Disorder Rating Scale.","authors":"Carolina Ramirez, Nicole K Schatz, Odette Fernandez, Beth M Phillips, Christopher J Lonigan, Gregory A Fabiano, Rosalia F Gallo","doi":"10.1177/10870547261438171","DOIUrl":"10.1177/10870547261438171","url":null,"abstract":"<p><strong>Introduction: </strong>Evidence-based assessments for ADHD include the collection of standardized ratings of Diagnostic and Statistical Manual of Mental Disorders symptoms. There is limited research on ADHD diagnostic procedures in Hispanic/Latino children and a growing concern that ADHD may be underdiagnosed due to language barriers that exist between parents and the standardized measures. To address this gap, we examined potential language related biases in the assessment of ADHD among Spanish-speaking parents.</p><p><strong>Methods: </strong>The sample was 107 Hispanic/Latino, Spanish-speaking parents of children in kindergarten or first grade. The Spanish translated versions of the Disruptive Behavior Disorders Rating Scale (DBD-RS), Strength and Difficulties Questionnaire (SDQ), and Impairment Rating Scale (IRS) were administered to assess ADHD symptoms, concurrent validity, and the influence of time since arrival in the United States on parent ratings.</p><p><strong>Results: </strong>The Spanish DBD-RS demonstrated strong internal consistency for both Inattention (α = .85) and Hyperactivity/Impulsivity (α = .85) subscales. Parent ADHD ratings were positively correlated with SDQ Hyperactivity/Inattention scores (<i>r</i> = .38, <i>p</i> < .001), supporting concurrent validity. In regression analyses, parent time in the U.S. significantly predicted IRS impairment scores beyond ADHD symptoms (Δ<i>R</i>² = .036, <i>p</i> = .035).</p><p><strong>Conclusion: </strong>Despite limitations such as reliance on self-report measures and cultural heterogeneity in the sample, this research contributes to understanding ADHD assessment in an under-studied ethnic group. Our findings contribute to ongoing efforts to refine diagnostic tools and promote equitable access to ADHD evaluations that are culturally appropriate for Hispanic/Latino children.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1163-1177"},"PeriodicalIF":3.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147772588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers Associated With the Implementation of Homework in Behavioral Parent Training Among Parents With ADHD Symptoms.","authors":"Lauren M Friedman, Gabrielle Fabrikant-Abzug, Lindsay C Chromik","doi":"10.1177/10870547261483443","DOIUrl":"https://doi.org/10.1177/10870547261483443","url":null,"abstract":"<p><strong>Purpose: </strong>Behavioral Parent Training (BPT) is a front-line intervention for childhood ADHD, yet its effectiveness is reduced in families where parents also experience ADHD. Prior research suggests this attenuation stems from reduced BPT skill use among parents with ADHD symptoms. Beyond simply recognizing its occurrence, identifying the factors that contribute to poor skill use is essential for enhancing BPT effectiveness among parents with ADHD symptoms. The current study is the first, to our knowledge, to qualitatively examine barriers to BPT skill use in multiplex ADHD families.</p><p><strong>Methods: </strong>Parents with ADHD symptoms who recently completed a BPT program (<i>n</i> = 16) and BPT clinicians (<i>n</i> = 4) participated in focus groups or interviews. Qualitative data were analyzed to identify common and impairing barriers to consistent skill implementation at home.</p><p><strong>Results: </strong>Four primary themes emerged: (a) executive functioning and ADHD symptoms; (b) intervention fit (e.g., fast pace, poor skill understanding); (c) emotion regulation and motivation; and (d) child and family factors (e.g., multiple children, family communication).</p><p><strong>Conclusions: </strong>Findings highlight the unique cognitive, emotional, and contextual challenges that parents with elevated ADHD symptoms face when applying BPT skills. Addressing these barriers through intervention modifications, such as cognitive-behavioral strategies for parents, digital tools, and program delivery adaptations, may improve parents' skill use and, in turn, child outcomes.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261483443"},"PeriodicalIF":3.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148864884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}