Families of children with attention-deficit/hyperactivity disorder (ADHD) often have difficulty accessing behavior therapy for their children. The project focuses on children and families of low-income, racial/ethnic minority backgrounds, who have particular difficulty accessing behavior therapy. The intervention strategy is to integrate behavior therapy for ADHD into primary care practices. The study addresses the following research question: Does it make sense to integrate behavior therapy into primary care practice to treat children with ADHD from low-income settings? This study will compare behavior therapy integrated into primary care with treatment as usual informed by American Academy of Pediatrics guidelines for the treatment of ADHD. In this study, behavior therapy will include components to address the unique needs of low-income families of minority status.
This project is designed to improve family use of services for ADHD; reduce children’s symptoms of ADHD; and improve children’s academic achievement, behavioral compliance, interpersonal relationships, and life satisfaction. These outcomes have been identified by the parents of children with ADHD and the clinicians who serve them as the most important targets for intervention.
ADHD can be treated effectively, but access to high-quality behavior therapy is essential for successful outcomes. Families of low-income background generally have difficulty accessing this therapy. This study will inform families from low-income backgrounds about an approach to behavior therapy that is likely to improve their access to services and produce outcomes that are important to patients and their families. In addition, the study will identify which families respond best to this intervention.
Parents and other stakeholder partners will participate in weekly research team meetings to help make decisions about participant recruitment, data collection, intervention implementation, family engagement, team-based collaboration, and the meaning of findings. Specifically, parent stakeholders will review consent documents and instructions on measures, help with recruitment, and refine the interventions. Clinician stakeholders will help engage pediatric providers in the practices, develop methods for promoting team-based collaboration, and ensure that treatment rooms are available for therapists. Educational stakeholders will assist in developing strategies to obtain school principal support and teacher consent to complete outcome measures. All stakeholder groups will assist with dissemination efforts to ensure that study findings are shared with the appropriate groups in a way that is meaningful and likely to have an impact on policy and practice.
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