Sibley Margaret H, Graziano Paulo A, Kuriyan Aparajita B, Coxe Stefany, Pelham William E, Rodriguez Lourdes, Sanchez Frances, Derefinko Karen, Helseth Sarah, Ward Anthony
Department of Psychiatry & Behavioral Health, Florida International University.
Department of Psychology, Florida International University.
J Consult Clin Psychol. 2016 Aug;84(8):699-712. doi: 10.1037/ccp0000106. Epub 2016 Apr 14.
This study evaluates a parent-teen skills-based therapy for attention deficit/hyperactivity disorder (ADHD) blended with motivational interviewing (MI) to enhance family engagement. Supporting Teens' Autonomy Daily (STAND) is an adolescent-specific treatment for ADHD that targets empirically identified adolescent (i.e., organization, time management, and planning, or OTP skills) and parent-based (i.e., monitoring and contingency management) mechanisms of long-term outcome through individual parent-teen sessions.
The current randomized trial (N = 128) evaluates efficacy at posttreatment and 6-month follow-up. Participants were ethnically diverse teens (7.7% non-Hispanic White, 10.8% African American, 78.5% Hispanic, 3.0% other) randomly assigned to STAND or Treatment As Usual (TAU).
Primary findings were that (1) STAND was delivered in an MI-adherent fashion and most families fully engaged in treatment (85% completed); (2) STAND produced a range of significant acute effects on ADHD symptoms, OTP skills, homework behavior, parent-teen contracting, implementation of home privileges, parenting stress, and daily homework recording; and (3) 6 months after treatment ceased, effects on ADHD symptom severity, OTP skills, and parenting stress maintained, while parent use of contracting and privilege implementation strategies, as well as teen daily homework recording and homework behavior gains, were not maintained.
Skills-based behavior therapy blended with MI is an acutely efficacious treatment for adolescents with ADHD although more work is needed to establish the nature of long-term effects. (PsycINFO Database Record
本研究评估一种基于技能的针对注意力缺陷多动障碍（ADHD）的亲子治疗方法，并结合动机性访谈（MI）以提高家庭参与度。每日支持青少年自主（STAND）是一种针对青少年ADHD的特定治疗方法，通过个别亲子治疗课程，针对经实证确定的青少年（即组织、时间管理和计划，或OTP技能）和基于父母的（即监督和应急管理）长期结果机制。
当前的随机试验（N = 128）评估治疗后及6个月随访时的疗效。参与者是种族多样的青少年（7.7%非西班牙裔白人，10.8%非裔美国人，78.5%西班牙裔，3.0%其他），随机分配到STAND组或常规治疗（TAU）组。
主要发现为：（1）STAND以符合MI的方式实施，大多数家庭充分参与治疗（85%完成）；（2）STAND对ADHD症状、OTP技能、家庭作业行为、亲子契约、家庭特权实施、育儿压力和每日家庭作业记录产生了一系列显著的急性影响；（3）治疗停止6个月后，对ADHD症状严重程度、OTP技能和育儿压力的影响得以维持，而父母对契约和特权实施策略的使用，以及青少年每日家庭作业记录和家庭作业行为的改善并未维持。
基于技能的行为疗法与MI相结合对患有ADHD的青少年是一种急性有效的治疗方法，尽管需要更多工作来确定长期效果的性质。（PsycINFO数据库记录）
