A Group Training to Plan and Organize for Adolescents With ADHD: Effectiveness and Feasibility
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 30
- 试验地点
- 1
- 主要终点
- Change in the subscale scores plan/organize - self rated (from BRIEF-2, see description))
研究概览
简要总结
This observational study is a first orientation on the effects and feasibility of a group training to plan and organize for adolescents with attention deficit disorder (ADHD). This study focuses on the following questions:
- Is there an improvement on planning skills after training?
- Are there fewer ADHD characteristics after training?
- Is there an improvement on self-esteem after training?
- How feasible is a group training for adolescents with ADHD?
- How satisfied are practitioners and adolescents about the training?
Based on the effect-size of the individual training variant, the literature on the effect of group treatment and the adolescent target group, in which the peer group gets more important, the hypothesis is that the group training Plan My Life Together will have a medium to large effect on planning skills. Furthermore, positive effects on ADHD characteristics and self-esteem are also expected. The assumption is that Plan My Life Together is feasible and suitable.
详细描述
Attention deficit and/or hyperactivity and impulsivity disorder (ADHD) has a high prevalence in the adolescence. In this age stage, where independence and personal responsibility become increasingly important, ADHD is characterized mainly by problems in executive functions and there are often problems in planning schoolwork.This is frequently accompanied by tensions in the family. More co-morbidity also develops, including problems in self-image, as a result of negative feedback from the environment. Individual behavioral treatment has been found to be effective in reducing ADHD symptoms. In the ADHD guidelines (cognitive) behavioral therapy aimed at planning and organization, with consideration for motivational interviewing elements, is recommended for adolescents.
In the individual training Plan My Life, adolescents learn to plan their school and homework better through cognitive behavioral therapy (CBT) and motivational interviewing, so that they have fewer problems with their ADHD characteristics and have more positive experiences. The training is proven effective, few adolescents drop out, and parents and practitioners are positive about the training. The training was developed and studied on an individual basis.
There may be advantages to offering this training in a group setting. Among other things, the group can serve as a catalyst and experiences can be shared. Group therapy has been shown to work for several mental disorders, in some cases even better than the individual therapy. It is obvious that in adolescence the group is relatively even more important. Also, group treatment can be more efficient.
研究设计
- 研究类型
- Observational
- 观察模型
- Case Only
- 时间视角
- Prospective
入排标准
- 年龄范围
- 12 Years 至 16 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •adolescents with an ADHD classification according to the DSM-
- •age 12 to 16 years.
- •outpatient treatment at "GGZ-NHN" (specialized mental health care service in the Netherlands)) or at "Psychologenpraktijk Kuin" (first-line psychological mental health care, Haarlem)
- •currently following secondary regular education
- •Intention to participate in the group and willingness to fill out questionnaires several times.
排除标准
- •a DSM-5 classification of autism
- •acute crisis situation (acute suicidality, acute psychotic symptoms, addiction problems requiring immediate treatment, or unsafe home situation)
- •Insufficient mastery of the Dutch language.
结局指标
主要结局
Change in the subscale scores plan/organize - self rated (from BRIEF-2, see description))
时间窗: Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)
Subscale plan/organize from the Behavior Rating Inventory of Executive Function - Adolescent version Higher scores indicated better planning/organizing scales. Subscale ranges from 8 - 24
Change in the subscale score plan/organize - parent rated (from BRIEF-2, see description)
时间窗: Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)
Subscale plan/organize from the Behavior Rating Inventory of Executive Function - Parent version Higher scores indicated better planning/organizing scales. Subscale ranges from 8 - 24
次要结局
- Change in RSES - self rated (see description)(Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study))
- Change in AVL - parent rated (see description)(Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study))
- Change in RSES - parent rated (see description)(Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study))