Irina Landin, Sean Perrin, Pia Tallberg, Jonas Borell, Peik Gustafsson
{"title":"青少年注意缺陷多动障碍辨证行为治疗技能训练的初步研究。","authors":"Irina Landin, Sean Perrin, Pia Tallberg, Jonas Borell, Peik Gustafsson","doi":"10.2478/sjcapp-2025-0003","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Attention Deficit Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder associated with impairments in numerous aspects of functioning and quality of life. There is a growing recognition that brief and effective psychosocial interventions are needed for youth with ADHD.</p><p><strong>Objective: </strong>The aim of this study was to assess the feasibility and preliminary effectiveness of a dialectical behavioral therapy-based skills training group for adolescents with ADHD in a routine clinical care setting.</p><p><strong>Methods: </strong>Ten adolescents with ADHD/ADD (Attention Deficite Disorder) commenced a 10-week training group including psychoeduction, mindfulness and other self-regulatory skills training. Primary outcomes were pre- to post-treatment changes in guardian-rated ADHD-symptoms and participant-rated quality of life. Secondary outcomes were pre- to post-treatment changes in participant-rated executive functioning, depression, anxiety, and treatment satisfaction, as well as parent/guardian-rated executive functioning. All symptom/functioning scales were administered at pre-treatment, post-treatment, and a 12-week follow-up.</p><p><strong>Results: </strong>Eight of the ten participants completed treatment, with > 80% attendance for treatment completers and high ratings for treatment satisfaction. Based on the intention-to-treat analyses, there were improvements from pre-treatment to follow-up in primary and secondary outcomes except quality of life. Based on the completer's analyses, there were improvements from pre-treatment to follow-up for guardian rated ADHD symptoms and executive functioning, depression, anxiety, and quality of life. Uncontrolled effect sizes for pre-treatment to 12-week follow-up for treatment completers were medium for inattention, executive functioning, and quality of life, and large for depression and anxiety.</p><p><strong>Conclusions: </strong>The present study suggests that the DBT-based skills group training was feasible and, for treatment completers, yielded significant improvements across a range of symptom domains and quality of life assessed at the 12-week follow-up. However, this is only an exploratory finding and could be attributed to natural improvement or regression toward the mean. Therefore, further studies are warranted.</p>","PeriodicalId":42655,"journal":{"name":"Scandinavian Journal of Child and Adolescent Psychiatry and Psychology","volume":"13 1","pages":"22-29"},"PeriodicalIF":1.4000,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12050942/pdf/","citationCount":"0","resultStr":"{\"title\":\"Dialectical Behavioral Therapy Skills Training for Adolescents with Attention Deficit Hyperactivity Disorder: A Pilot Study.\",\"authors\":\"Irina Landin, Sean Perrin, Pia Tallberg, Jonas Borell, Peik Gustafsson\",\"doi\":\"10.2478/sjcapp-2025-0003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Attention Deficit Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder associated with impairments in numerous aspects of functioning and quality of life. There is a growing recognition that brief and effective psychosocial interventions are needed for youth with ADHD.</p><p><strong>Objective: </strong>The aim of this study was to assess the feasibility and preliminary effectiveness of a dialectical behavioral therapy-based skills training group for adolescents with ADHD in a routine clinical care setting.</p><p><strong>Methods: </strong>Ten adolescents with ADHD/ADD (Attention Deficite Disorder) commenced a 10-week training group including psychoeduction, mindfulness and other self-regulatory skills training. Primary outcomes were pre- to post-treatment changes in guardian-rated ADHD-symptoms and participant-rated quality of life. Secondary outcomes were pre- to post-treatment changes in participant-rated executive functioning, depression, anxiety, and treatment satisfaction, as well as parent/guardian-rated executive functioning. All symptom/functioning scales were administered at pre-treatment, post-treatment, and a 12-week follow-up.</p><p><strong>Results: </strong>Eight of the ten participants completed treatment, with > 80% attendance for treatment completers and high ratings for treatment satisfaction. Based on the intention-to-treat analyses, there were improvements from pre-treatment to follow-up in primary and secondary outcomes except quality of life. Based on the completer's analyses, there were improvements from pre-treatment to follow-up for guardian rated ADHD symptoms and executive functioning, depression, anxiety, and quality of life. Uncontrolled effect sizes for pre-treatment to 12-week follow-up for treatment completers were medium for inattention, executive functioning, and quality of life, and large for depression and anxiety.</p><p><strong>Conclusions: </strong>The present study suggests that the DBT-based skills group training was feasible and, for treatment completers, yielded significant improvements across a range of symptom domains and quality of life assessed at the 12-week follow-up. However, this is only an exploratory finding and could be attributed to natural improvement or regression toward the mean. Therefore, further studies are warranted.</p>\",\"PeriodicalId\":42655,\"journal\":{\"name\":\"Scandinavian Journal of Child and Adolescent Psychiatry and Psychology\",\"volume\":\"13 1\",\"pages\":\"22-29\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2025-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12050942/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Scandinavian Journal of Child and Adolescent Psychiatry and Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/sjcapp-2025-0003\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Scandinavian Journal of Child and Adolescent Psychiatry and Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/sjcapp-2025-0003","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"PSYCHIATRY","Score":null,"Total":0}
Dialectical Behavioral Therapy Skills Training for Adolescents with Attention Deficit Hyperactivity Disorder: A Pilot Study.
Background: Attention Deficit Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder associated with impairments in numerous aspects of functioning and quality of life. There is a growing recognition that brief and effective psychosocial interventions are needed for youth with ADHD.
Objective: The aim of this study was to assess the feasibility and preliminary effectiveness of a dialectical behavioral therapy-based skills training group for adolescents with ADHD in a routine clinical care setting.
Methods: Ten adolescents with ADHD/ADD (Attention Deficite Disorder) commenced a 10-week training group including psychoeduction, mindfulness and other self-regulatory skills training. Primary outcomes were pre- to post-treatment changes in guardian-rated ADHD-symptoms and participant-rated quality of life. Secondary outcomes were pre- to post-treatment changes in participant-rated executive functioning, depression, anxiety, and treatment satisfaction, as well as parent/guardian-rated executive functioning. All symptom/functioning scales were administered at pre-treatment, post-treatment, and a 12-week follow-up.
Results: Eight of the ten participants completed treatment, with > 80% attendance for treatment completers and high ratings for treatment satisfaction. Based on the intention-to-treat analyses, there were improvements from pre-treatment to follow-up in primary and secondary outcomes except quality of life. Based on the completer's analyses, there were improvements from pre-treatment to follow-up for guardian rated ADHD symptoms and executive functioning, depression, anxiety, and quality of life. Uncontrolled effect sizes for pre-treatment to 12-week follow-up for treatment completers were medium for inattention, executive functioning, and quality of life, and large for depression and anxiety.
Conclusions: The present study suggests that the DBT-based skills group training was feasible and, for treatment completers, yielded significant improvements across a range of symptom domains and quality of life assessed at the 12-week follow-up. However, this is only an exploratory finding and could be attributed to natural improvement or regression toward the mean. Therefore, further studies are warranted.