For Parents and Teachers of Children with ADHD

  Most approaches to psychosocial intervention for children with ADHD focus on either the family or school. Many are quite successful at addressing some of the specific challenges of children who have ADHD.  However, unisystemic approaches do not fully address family factors that are related to school success.  “Research strongly suggests that the optimal approach to psychosocial intervention for ADHD is one that links families and schools to address target problem behaviors and build competencies.” (Mautone, Lefler, & Power, 2011) What is the best approach?

  The FSS program was originally designed as a clinic- based, family–school intervention for elementary- aged children with ADHD.  grounded in attachment theory, social learning theory, and ecological systems theory; influenced by research into family involvement in education.  consists of 12 weekly sessions, including six group sessions for parents with concurrent child groups, four individual family behavior therapy sessions, and two conjoint behavioral consultation sessions held at the school. One Proven Model: “Family School Success” (FSS) ( Mautone, Lefler, & Power, 2011)

  FSS was shown to be more effective than the control group intervention. (Power et al., 2012)  “a significant effect in the small to moderate range on family involvement in education, the quality of the family-school relationship, homework performance, and parenting behaviour” (Power et al., 2012)  However, program clinicians have been doctoral-level providers in clinical or school psychology ( Mautone, Lefler, & Power, 2011). It is hard to see that being available in most other settings.  The comprehensive approach makes it hard to assess the effectiveness of individual components of FSS. Pros and Cons of the FSS Model

  Child-directed Play – used to strengthen the Child -Parent Relationship (Bell & Eyberg, 2002)  Token Economies – Changing Behaviour (Webster & Stratton, 2005)  Parent Directed classes – apply punishment effectively (Bell & Eyberg, 2002)  Response Cost – apply punishment effectively (Webster & Stratton, 2005) Specific Strategies Used By FSS Mautone, Lefler, & Power (2011)

  Conjoint Behaviour Consultation – improve family/school collaboration & problem solving (Sheridan & Kratochwill)  Goal Setting, Contingency Contracting, and Environmental Modifications – Supporting children with homework (Power, Karustis, & Habbouche, 2001)  Drill Sandwich or “folding in” technique – Improving Study skills (Shapiro 2004).  Daily Report Card – Changing school behaviour (Kelley, 1990) Specific Strategies Used By FSS Continued - Mautone, Lefler, & Power (2011)

  Within the past year or two, several studies of programs which use mindfulness training for children with ADHD and mindful parenting training with their parents have been published.  These studies seem to show promising results for improving ADHD symptoms in children and making a positive impact on their relationships with their parents and on parenting stress and practices.  To date, these studies have been small and not particularly rigorous in their design. They have failed to demonstrate a significant impact on teacher ratings of the children’s ADHD symptoms at school.  van der Oord, Bogels & Peijnenburg (2012) note that “Most behavioral parent training programs, also include some form of parent-teacher contact, an integrated reward system for home and school and sometimes a teacher training module.” They suggest that the inclusion of these components could make the difference in helping children to generalize their learned skills to the school environment.(p. 145).  Certainly more research is needed in this area. Is mindfulness training for children and parents another promising option? (van der Oord, Bogels & Peijnenburg, 2012; van de Weijer-Bergsma, Formsma, de Bruin & Bogels, 2012)

  At the school and classroom level, teachers can build home-school partnerships to support children with ADHD and their parents.  This can be done with existing resources, drawing from staffing expertise, programs, and policies already in place.  What is needed is accurate information and understanding, as well as frequent and effective communication. In the mean time…

 “Focusing on Success: Teaching Students with Attention Deficit/Hyperactivity Disorder” (Alberta Education, 2006) has a number of great recommendations for building home-school partnerships in chapter 2. The document can be accessed at: education.alberta.ca/admin/supportingstudent/diverselearning/adhd.aspx Some of the strategies recommended in this document are: education.alberta.ca/admin/supportingstudent/diverselearning/adhd.aspx  Clarify the roles and responsibilities of each of the partners, including parents, teachers, assistants, psychologists, and physicians  Take steps to increase parents’ comfort levels at meetings  Shine light on students’ strengths Focusing on Success Alberta Education (2006)

  Monitor changes in behaviour in response to strategies, programming, accommodations or medical interventions.  Communicate respect.  Help parents to develop knowledge about AD/HD.  Enhance home-school communication  Make homework an opportunity for communication  Work with parents to generate solutions  Communicate about students’ needs  Work with parents to create structure Focusing on Success Alberta Education (2006)

  Alberta Education (2006). Focusing on success: Teaching students with attention deficit/hyperactivity disorder. Edmonton, Alberta: Alberta Education. Retrieved from:  Mautone, J. A., Lefler, E. K. & Power, T. J. (2011). Promoting family and school success for children with ADHD: Strengthening relationships while building skills, Theory Into Practice, 50 (1), doi: /  Power, T.J, Mautone, J.A., Soffer, S.L., Clarke, A.T., Marshal, S.A., Sharman, J. et al. (2012). A Family-School Intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 80 (4)  van der Oord, S., Bogels, S. M., & Peijnenburg, D. (2012) The effectiveness of mindfulness training for children with ADHD and mindful parenting for their parents. Journal of Child and Family Studies 21, 139–147. DOI /s  van de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bogels, S. M. (2012). The Effectiveness of Mindfulness Training on Behavioral Problems and Attentional Functioning in Adolescents with ADHD. Journal of Child and Family Studies, 21, 775–787. DOI /s References: