Parents as Friendship Coaches for Children With ADHD

NCT04086979 | Completed

• 1 other identifier: 285413
• Study Type: interventional
• Target: 172
• Locations: 0 countries
• Sites: N/A

Brief Summary

Many children with Attention-Deficit/Hyperactivity Disorder (ADHD) have problems with making and keeping friends. The current study compared the efficacy of two 10-week behavioral interventions for improving the friendships of children with this disorder. Participants were children ages 6-11 with ADHD and their families, who were experiencing friendship problems. Outcome measures assessed friendship quality and friendship behaviors at baseline (pre-treatment), post-treatment, and 8-month follow-up.

Conditions

ADHD

Keywords

friendship

Outcome Measures

Primary Outcomes (4)

• Change in Positive and Negative Friendship Quality - Questionnaires

  Measures of positive and negative relationship quality with a friend, as reported by informants (adults, children) on the Friendship Quality Questionnaire

  change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline)

• Change in Positive and Negative Friendship Quality - Questionnaires

  Measures of positive and negative relationship quality with a friend, as reported by informants (adults, children) on the Friendship Quality Questionnaire

  change from baseline (pre-treatment) to follow-up (approximately 12 months after baseline, and 4 months after post-treatment)

• Change in Positive and Negative Friendship Quality - Observations

  Measures of positive and negative relationship quality with a friend, as observed in a lab-based interaction

  change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline)

• Change in Positive and Negative Friendship Quality - Observations

  Measures of positive and negative relationship quality with a friend, as observed in a lab-based interaction

  change from baseline (pre-treatment) to follow-up (approximately 12 months after baseline, and 4 months after post-treatment)

Secondary Outcomes (6)

• Change in Positive and Negative Friendship Behaviors- Questionnaires

  change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline)

• Change in Positive and Negative Friendship Behaviors- Questionnaires

  change from baseline (pre-treatment) to follow-up (approximately 12 months after baseline, and 4 months after post-treatment)

• Change in Positive and Negative Friendship Behaviors- Questionnaires

  change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline)

• Change in Positive and Negative Friendship Behaviors- Questionnaires

  change from baseline (pre-treatment) to follow-up (approximately 12 months after baseline, and 4 months after post-treatment)

• Change in Positive and Negative Friendship Behaviors- Observations

  change from baseline (pre-treatment) to post-treatment (approximately 4 months after baseline)

Study Arms (2)

Parental Friendship Coaching (PFC)

EXPERIMENTAL

Behavioral: Parental Friendship Coaching

Coping with ADHD through Relationships and Education (CARE)

ACTIVE COMPARATOR

Behavioral: Coping with ADHD through Relationships and Education

Interventions

Parental Friendship Coaching BEHAVIORAL

In this condition, therapists instructed parents in ways to coach their children to display better friendship behaviors using skills teaching, role play, active practice, and homework. This is a 10 week group intervention.

Parental Friendship Coaching (PFC)

Coping with ADHD through Relationships and Education BEHAVIORAL

In this condition, the therapist provided parents with psychoeducation about ADHD and friendship difficulties, and encouraged them to apply this information to their child and to support one another with tips about how to address these problems. This is a 10 week group intervention.

Coping with ADHD through Relationships and Education (CARE)

Eligibility Criteria

• Age: 6 Years - 11 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Children who meet diagnostic criteria for ADHD
• Children who are have peer relationship problems

You may not qualify if:

• Children with autism spectrum disorder, psychosis, or active suicidality (requires other interventions
• Children with intellectual disability (may not benefit from the interventions offered)
• Children who are not on a stable dose of medication (this treatment may affect outcome measures)
• Children who are receiving other behavioral treatment or treatment for social problems (these other treatments may affect outcome measures).

Sponsors & Collaborators

• University of British Columbia: lead

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Interventions

Coping Skills; Educational Status

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Intervention Hierarchy (Ancestors)

Behavior Therapy; Psychotherapy; Behavioral Disciplines and Activities; Socioeconomic Factors; Population Characteristics

Study Officials

• Amori Mikami, PhD

  University of British Columbia

  PRINCIPAL INVESTIGATOR

• Sebastien Normand, PhD

  Université du Québec en Outaouais

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Some outcomes were observed by coders unaware of the participant's intervention condition. Other outcomes were reported by participants who were aware of their intervention condition.
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Model Details: Participants were randomly assigned to one of two interventions: Parental Friendship Coaching (PFC) or Coping with ADHD through Relationships and Education (CARE)

Study Record Dates

• First Submitted: September 6, 2019
• First Posted: September 12, 2019
• Study Start: September 1, 2013
• Primary Completion: July 1, 2018
• Study Completion: July 1, 2018
• Last Updated: September 12, 2019

Record last verified: 2019-09

Data Sharing

• IPD Sharing: Will not share