Journal of Attention Disorders最新文献

{"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":"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":"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":"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":"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}

{"title":"Associations Between ADHD Symptoms and Diagnosis Across the Preschool Period.","authors":"Julia S Feldman, Arianna Schiff, Oliver Lindhiem, Heather M Joseph","doi":"10.1177/10870547261483441","DOIUrl":"10.1177/10870547261483441","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of the study was to examine which attention-deficit/hyperactivity disorder (ADHD) symptoms at ages 3 to 5 are most strongly associated with an ADHD diagnosis in a large dataset of preschoolers across the United States.</p><p><strong>Methods: </strong>Data were drawn from the Environmental Influences on Child Health Outcomes (ECHO) Program, a large national dataset in the United States. Children were included if their caregiver(s) completed at least one of five measures that assessed ADHD symptoms at age 3 (<i>N</i> = 1,430), 4 (<i>N</i> = 1,453), and/or 5 (<i>N</i> = 2,029) years. ADHD diagnosis was determined by medical record and/or caregiver report. A series of logistic regression models were conducted with each symptom included as the independent variable and ADHD diagnosis as the dependent variable. Bootstrapped 99% confidence intervals of odds ratios were compared across symptoms. Next, age and interactions between age and symptoms were added to each logistic regression model.</p><p><strong>Results: </strong>All 10 symptoms assessed were significantly associated with an ADHD diagnosis. <i>Being \"on the go\"</i> and <i>interrupts or intrudes</i> were most strongly associated with a diagnosis. Associations between symptoms and diagnosis did not significantly differ by age despite significant interactions for <i>difficulty with follow-through</i>, <i>fidgets</i>, and <i>interrupts or intrudes</i>.</p><p><strong>Conclusion: </strong>Results suggest that some symptoms may be more useful than others when determining if a preschool-aged child is likely to be diagnosed with ADHD. Providers should consider the context and impairment associated with the symptoms. Future work should build upon limitations to assess all 18 ADHD symptoms in children with and without ADHD diagnoses across developmental periods.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261483441"},"PeriodicalIF":3.2,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13599341/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148857253","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":"What Matters to Caregivers of Youth With ADHD: Defining the Minimum Clinically Important Difference for Sleep Treatment.","authors":"Alison E Pritchard, Rebecca Warwick, Allison E Gornik","doi":"10.1177/10870547261483451","DOIUrl":"https://doi.org/10.1177/10870547261483451","url":null,"abstract":"<p><strong>Objective: </strong>Sleep problems are common among youth with ADHD, and they worsen symptoms as well as day-to-day functioning. As a result, they are of significant concern to caregivers, who are often the ones making treatment decisions. The goal of this study is to understand what caregivers of youth with ADHD and sleep problems want out of treatment.</p><p><strong>Methods: </strong>One hundred caregivers of clinically-referred youth ages 5 to 18 with a diagnosis of ADHD and reported sleep difficulties completed a 29-item survey covering three domains: (a) the severity of their child's ADHD and sleep symptoms; (b) the importance of improvement in specific ADHD and sleep symptoms; and (c) the degree of improvement in ADHD and sleep symptoms that would be necessary in order for them to feel that treatment was meaningful (i.e., the Minimum Clinically Important Difference or MCID).</p><p><strong>Results: </strong>Overall, improvement in ADHD symptoms, day-to-day functioning, and sleep symptoms were all reported to be at least somewhat important by the majority of caregivers, though they viewed improvements in ADHD symptoms and functioning as more important than sleep symptoms. Among sleep symptoms, longer duration of sleep and maintaining sleep throughout the night were rated as particularly important areas for improvement. The median MCID endorsed by caregivers was 30 min for sleep onset, earlier bedtime, and later waketime, and 48 min for total sleep time; and the median MCID for ADHD symptoms, emotional functioning, and physical health was 50% improvement. Severity of ADHD symptoms and sleep difficulties were positively correlated with caregiver ratings of the importance of improvement across most areas and with the magnitude of the MCID.</p><p><strong>Conclusion: </strong>The variability in patient preferences and priorities found in this study highlights the importance of explicitly addressing these issues at the start of treatment and of accounting for them in treatment-focused research.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261483451"},"PeriodicalIF":3.2,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148850875","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":"Emotional Dysregulation, Emotional Lability, Emotional Impulsiveness and Emotion in Adults with ADHD: Do All Scales Define the Same Concept?","authors":"Anna Lisa Christen, Esther Sobanski, Hannes Bitto, Beatrice Abt-Mörstedt, Rolf-Dieter Stieglitz, Salvatore Corbisiero","doi":"10.1177/10870547261475724","DOIUrl":"https://doi.org/10.1177/10870547261475724","url":null,"abstract":"<p><strong>Background: </strong>Various studies highlight emotional symptoms as a crucial component of ADHD in adulthood, suggesting independent diagnostic approaches that incorporate patients' emotional experiences into the assessment. However, the emotional symptomatology appears to be defined differently within the disorder's different constructs: Emotional Dysregulation (ED), Emotional Lability (EL), Emotional Impulsiveness (EI) and Emotion (E). Hence, the question arises: Do these symptom domains represent the same psychopathological spectrum?</p><p><strong>Method: </strong>A total of 1240 adults seeking diagnostic evaluation at the ADHD specialist consultation in two different clinics (University Psychiatric Clinics (UPK) in Basel and Central Institute of Mental Health in Mannheim) were examined, whereas 611 participants were diagnosed with ADHD. They were further assessed in regard of their emotional symptoms using the following scales: ED, EL, EI and E. Additionally, affective lability was measured as a control using the <i>Affective Lability Scale</i> (ALS-18).</p><p><strong>Results and discussion: </strong>The convergent and construct validity using correlations and principal component analysis (PCA) revealed that individuals with ADHD experience distinct emotional symptoms divergent from a general concept of affective lability as assessed by the ALS-18. The PCA shows that the ADHD-specific emotional symptoms may be classified into (1) difficulties with temper control and anger, (2) emotional distress and (3) emotional overreactivity and mood changes.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261475724"},"PeriodicalIF":3.2,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148818544","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":"Visual Function and Potential Neurodevelopmental Ocular Markers in ADHD: A Systematic Review and Meta-Analysis.","authors":"Clara Martinez-Perez, Ana Paula Oliveira, Isabel Baltazar","doi":"10.1177/10870547261478340","DOIUrl":"https://doi.org/10.1177/10870547261478340","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Purpose: &lt;/strong&gt;Attention-deficit/hyperactivity disorder (ADHD) has been associated with ocular and visual abnormalities, although findings across studies remain inconsistent. This systematic review and meta-analysis aimed to quantify differences in structural and functional ocular parameters between individuals with ADHD and healthy controls.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Materials and methods: &lt;/strong&gt;PubMed, Web of Science, and Scopus were searched for cross-sectional and cohort studies evaluating ocular or visual parameters in children, adolescents, or adults with ADHD. The review was conducted in accordance with PRISMA guidance, informed by AMSTAR 2 methodological standards, and registered in PROSPERO (CRD420251090876). Eligible outcomes included visual acuity, refraction, ocular biometry, retinal structure, accommodative and binocular function, contrast sensitivity, color perception, and pupillary measures. Pooled mean differences (&lt;i&gt;MD&lt;/i&gt;s) or standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated using fixed- or random-effects models, as appropriate.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Twenty-seven studies including 888 participants with ADHD and 1,172 controls were included, of which 21 contributed to the quantitative synthesis. No significant between-group differences were found in visual acuity (&lt;i&gt;MD&lt;/i&gt; = 0.01; 95% CI [-0.02, 0.03]), cycloplegic spherical equivalent (&lt;i&gt;MD&lt;/i&gt; = -0.11 D; 95% CI [-0.32, 0.11]), axial length (&lt;i&gt;MD&lt;/i&gt; = 0.50 mm; 95% CI [-0.61, 1.62]), macular thickness (&lt;i&gt;MD&lt;/i&gt; = -2.57 μm; 95% CI [-6.49, 1.34]), color perception, or pupil diameter (&lt;i&gt;MD&lt;/i&gt; = -0.23 mm; 95% CI [-0.76, 0.31]). Keratometry values were slightly lower in participants with ADHD (&lt;i&gt;MD&lt;/i&gt; = -0.37 D; 95% CI [-0.62, -0.12]), and amplitude of accommodation was slightly higher (&lt;i&gt;MD&lt;/i&gt; = 0.34 D; 95% CI [0.09, 0.59]). Contrast sensitivity was lower in participants with ADHD at 1.5, 3, 12, and 18 cycles per degree, although these analyses were based on only two studies each and showed substantial heterogeneity at several spatial frequencies. RNFL thickness did not differ significantly in the primary analysis (&lt;i&gt;MD&lt;/i&gt; = -2.42 μm; 95% CI [-5.48, 0.64]); however, a sensitivity analysis excluding one influential study showed modest thinning in the ADHD group (&lt;i&gt;MD&lt;/i&gt; = -3.69 μm; 95% CI [-5.96, -1.42]). The certainty of evidence was very low across the assessed outcomes.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Current evidence does not indicate consistent or clinically meaningful differences in ocular anatomy, refraction, or most binocular and accommodative measures in individuals with ADHD. Some small group-level differences were observed in contrast sensitivity, keratometry, amplitude of accommodation, and RNFL thickness in sensitivity analysis, but their clinical significance remains uncertain. These findings should be considered exploratory because of the observational study designs, methodological heterogeneity,","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261478340"},"PeriodicalIF":3.2,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148818531","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":"A Systematic and Explorative Literature Review Investigating Parent Training Interventions For Parents with ADHD.","authors":"Therese Lindström, Carlos López-Pinar, Rano Zakirova-Engstrand, Ulf Jonsson, Sven Bölte, Douglas Sjöwall, Tatja Hirvikoski","doi":"10.1177/10870547261476398","DOIUrl":"https://doi.org/10.1177/10870547261476398","url":null,"abstract":"<p><strong>Objectives: </strong>It remains unclear how much parents with ADHD benefit from standard parenting interventions such as behavioral parent training (BPT). Our objective was to systematically review the literature on BPT aimed at adults with ADHD. As few studies with this focus were identified, we exploratively broadened our scope to quantitatively combine and qualitatively analyze studies of behavioral parenting interventions reporting parental ADHD characteristics.</p><p><strong>Method: </strong>A systematic review was conducted of studies evaluating BPT for (targeting) parents with ADHD. The broader literature was explored through meta-regressions and qualitative content analysis.</p><p><strong>Results: </strong>In the systematic review, five studies focusing on parents with ADHD were identified, including two randomized controlled trials. These studies used different strategies to facilitate parents' BPT implementation: treating the parents' ADHD or adapting the BPT itself for adults with ADHD. The number of studies was too small to meta-analyze but narratively suggested that BPT delivered with consideration of parental ADHD functioning and needs can be associated with, for example, increased positive parenting skills. None of our main meta-regressions (5-14 studies) associated parental ADHD with BPT outcomes beyond the trend level. The qualitative literature analysis (54 reports) suggested several ways to adapt the contents and delivery of BPT for parents with ADHD and their contexts.</p><p><strong>Conclusion: </strong>This study highlights the potential of tailoring BPT to adults with ADHD. It also emphasizes the need for further research to determine the efficacy of BPT for parents with ADHD and to identify which BPT-related, individual, and contextual factors influence their BPT engagement and outcomes.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"10870547261476398"},"PeriodicalIF":3.2,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148793672","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}