Tan Jing, Yi Wenxia, Shen Jianna, Peng Bin, Gong Min, Li Feng, Chen Li
Growth, Development and Mental Health Center of Children and Adolescents, Chongqing Key Laboratory of Child Neurodevelopment and Cognitive Disorders, National Clinical Research Center for Child Health and Disorders, Ministry of Education Key Laboratory of Child Development and Disorders, Children's Hospital of Chongqing Medical University, Chongqing, China.
Institute of Basic Education and Teaching, Chongqing Educational Science Research Academy, Chongqing, China.
Front Psychiatry. 2025 Jan 31;16:1522263. doi: 10.3389/fpsyt.2025.1522263. eCollection 2025.
To investigate the effects of an online health education lecture on the positive screening rate of attention-deficit/hyperactivity disorder (ADHD) and parenting stress among parents of children diagnosed with or screened positive for ADHD.
Using stratified proportional random cluster sampling, 14 primary schools in Chongqing were selected to conduct an online lecture about ADHD for parents and teachers. A total of 2,611 questionnaires were collected (1,508 intervention group, 1,103 control group).
The lecture did not significantly affect the positive screening rate of ADHD (parents: β=-0.37, p=0.208; teachers: β=0.53, p=0.338); however, the positive screening rate increased post-intervention. Inattention scores were higher in the intervention group (β=0.42, p=0.040). Parents as primary caregivers were associated with lower ADHD symptom scores (β=-0.61, p=0.022). Lower parental education levels were associated with higher ADHD screening rates (β=0.49, p=0.039) and symptom scores (β=0.60, p=0.022). Teachers with 10-19 years of experience had higher positive screening rates (β=1.26, p=0.005) and symptom scores (β=2.60, p<0.001). The intervention did not affect parenting stress (Z=-1.413, p=0.158).
The lecture's effects were relatively weak, using questionnaires may have facilitated health communication. Individual characteristics of parents and teachers should be considered in assessments (ClinicalTrial.gov ID: NCT05231902).
探讨在线健康教育讲座对已确诊或筛查出注意力缺陷多动障碍（ADHD）儿童家长的ADHD阳性筛查率及育儿压力的影响。
采用分层比例随机整群抽样法，选取重庆市14所小学为家长和教师开展关于ADHD的在线讲座。共收集到2611份问卷（干预组1508份，对照组1103份）。
该讲座对ADHD阳性筛查率无显著影响（家长：β=-0.37，p=0.208；教师：β=0.53，p=0.338）；然而，干预后阳性筛查率有所上升。干预组的注意力不集中得分更高（β=0.42，p=0.040）。作为主要照顾者的家长与较低的ADHD症状得分相关（β=-0.61，p=0.022）。较低的父母教育水平与较高的ADHD筛查率（β=0.49，p=0.039）和症状得分（β=0.60，p=0.022）相关。有10 - 19年经验的教师有更高的阳性筛查率（β=1.26，p=0.005）和症状得分（β=2.60，p<0.001）。该干预对育儿压力无影响（Z=-1.413，p=0.158）。
该讲座效果相对较弱，使用问卷可能有助于健康交流。在评估中应考虑家长和教师的个体特征（ClinicalTrial.gov标识符：NCT05231902）。
