@article{17f81a9cbc2c4bab92017e41c0d26a49,
title = "Patterns of Parental Adherence and the Association to Child and Parenting Outcomes Following a Multicomponent School-Home Intervention for Youth With ADHD",
abstract = "The goal of the present study was to evaluate the role of parent adherence in the Collaborative Life Skills (CLS) program, a multicomponent school-home intervention, for predicting child and parenting outcomes. A sample of 129 children (63% male; M age = 8.22, SD = 1.10; grades 2–5) with attention-deficit/hyperactivity disorder (ADHD) and their parents participated in CLS, which included 10 weekly behavioral parent training group sessions. Each week, parents provided information on their CLS skill use between sessions (at home) as part of the intervention. Outcome measures included parent and teacher ratings of child behavior and parenting at post-intervention and 6 months follow-up. Growth mixture models examining weekly parent skill use trajectories throughout the intervention significantly predicted parent- and teacher-reported outcomes including parent-rated child behavior, teacher-rated academic competence, and positive parenting behaviors. Fifty-two percent of parents displayed moderate skill use throughout the intervention, whereas the remaining parents had either low (20%) or high (28%) initial levels of use but demonstrated high skill utilization by the middle of the intervention. Results highlight the importance of examining individual differences in parents between session strategy use for behavioral parent training interventions targeting child and parenting outcomes.",
keywords = "adherence, attention-deficit/hyperactivity disorder, between session practice, skill use, treatment outcomes",
author = "Dvorsky, {Melissa R.} and Friedman, {Lauren M.} and Madeline Spiess and Pfiffner, {Linda J.}",
note = "Funding Information: This study made use of data collected from the Collaborative Life Skills program. The Collaborative Life Skills program was funded by the Institute of Education Sciences, U.S. Department of Education, through two grants: R324A120358 and R324A080041 to University of California, San Francisco. Melissa Dvorsky is supported by a grant (K23MH122839) from the National Institute of Mental Health. This research is also partially supported by T32MH018261 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health, the Institute or the U.S. Department of Education. We would like to thank the families, teachers, and school mental health providers who made this research possible. Funding Information: This study made use of data collected from the Collaborative Life Skills program. The Collaborative Life Skills program was funded by the Institute of Education Sciences, U.S. Department of Education, through two grants: R324A120358 and R324A080041 to University of California, San Francisco. Melissa Dvorsky is supported by a grant (K23MH122839) from the National Institute of Mental Health. This research is also partially supported by T32MH018261 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health, the Institute or the U.S. Department of Education. We would like to thank the families, teachers, and school mental health providers who made this research possible. Publisher Copyright: {\textcopyright} 2020 Association for Behavioral and Cognitive Therapies",
year = "2021",
month = may,
doi = "10.1016/j.beth.2020.09.007",
language = "English (US)",
volume = "52",
pages = "745--760",
journal = "Behavior Therapy",
issn = "0005-7894",
publisher = "Elsevier Inc.",
number = "3",
}