Date

2014

Document Type

Dissertation

Degree

Doctor of Philosophy

Department

School Psychology

First Adviser

DuPaul, George J.

Other advisers/committee members

Manz, Patricia; McCurdy, Barry; Kern, Lee

Abstract

Attention deficit hyperactivity disorder (ADHD) is the most diagnosed form of psychopathology in the preschool population (Armstrong & Nettleton, 2004) with recent research suggesting approximately 12% of the preschool population meets diagnostic criteria for ADHD (Lavigne, LeBailly, Hopkins, & Binns, 2009). Potential negative outcomes of ADHD include hyperactivity, concentration difficulties, discipline problems, tantrums, attention seeking behavior, and poor sibling relationships (Lee et al., 2007). Long-term follow-up studies have indicated a high stability of these characteristics resulting in a range of potential negative outcomes (Lee, Lahey, Owens, & Hinshaw, 2007; Lahey, Pelham, Loney, Kipp, Ehrhardt, Lee, et al., 2004). With a sample of 71 preschool-aged children at risk for ADHD, the current study evaluated the impact of parent participation, defined as dosage, in a multi-component treatment protocol including family education and consultation based on individualized assessment-based intervention in the home setting on behavioral outcomes for young children at-risk for ADHD at baseline and 1 year post-enrollment. Results indicate greater dosages of parent involvement in family education and consultation did not result in a statistically significant improvement in positive behavior ratings including social skills, conduct problems, oppositional behavior and did not have a positive influence on parent-child interactions. However, the magnitude of variance accounted for in the models investigating family education and deviant behavior, consultation and social skills, and consultation and parent-child interactions was nearly in the moderate range, suggesting insufficient power likely impacted the lack of statistically significant results. Results indicate numerous families did not engage in the interventions provided, therefore recommendations for improving family access to interventions in practice are discussed as well as areas for future research.

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