Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
High Versus Low Intensity Summer Adolescent ADHD Treatment Effects on Internalizing, Social, and Self-Esteem Problems.
Journal of Clinical Child & Adolescent Psychology ( IF 5.077 ) Pub Date : 2022-05-26 , DOI: 10.1080/15374416.2022.2062761
Samantha Barney 1 , Margaret H Sibley 2 , Stefany J Coxe 3 , Michael C Meinzer 4 , William E Pelham 5
Affiliation  

The current study aims to evaluate the effectiveness of a high-intensity (HI) versus a low-intensity (LI) skills-based summer intervention delivered to adolescents with ADHD by school staff in improving depressive symptoms, anxiety symptoms, social problems, and self-esteem. Participants were 325 ethnically diverse rising sixth and ninth graders with ADHD randomized to an HI versus an LI intervention (n = 218) or recruited into an untreated comparison group (n = 107). Group x time and group x grade x time one-year outcome trajectories were compared using linear mixed models. Across the transitional year (sixth or ninth grade), adolescents in the HI group were found to experience significantly greater decreases in depressive symptoms (p = .022, d = .25) compared to the LI group. There was no significant impact of the HI intervention (vs. LI) on anxiety symptoms (p = .070, d = .29), social problems (p = .054, d = .34), or self-esteem (p = .837, d = 0.21); however, secondary analyses of the non-randomized untreated comparison group indicated a significant effect of HI versus the untreated comparison group on social problems (p = .009, d = 43). These significant treatment effects suggest that comprehensive academic and organizational skills interventions for adolescents with ADHD may have a secondary impact of relieving adolescent depression for teens with this comorbidity. Given mixed evidence for the efficacy of the HI intervention on social skills, future work should further evaluate this effect.

中文翻译:

高强度与低强度夏季青少年 ADHD 治疗对内化、社会和自尊问题的影响。

目前的研究旨在评估由学校工作人员为患有 ADHD 的青少年提供的基于高强度 (HI) 与低强度 (LI) 技能的夏季干预在改善抑郁症状、焦虑症状、社会问题和自我方面的有效性-尊重。参与者是 325 名不同种族的六年级和九年级的 ADHD 学生,他们随机分配接受 HI 干预与 LI 干预(n = 218)或招募到未经治疗的对照组(n = 107)。使用线性混合模型比较组 x 时间和组 x 等级 x 时间一年结果轨迹。在过渡年(六年级或九年级),发现与 LI 组相比,HI 组的青少年抑郁症状的减少显着更大(p = .022,d = .25)。HI 干预没有显着影响(与 LI) 焦虑症状 (p = .070, d = .29)、社会问题 (p = .054, d = .34) 或自尊 (p = .837, d = 0.21);然而,非随机未治疗对照组的二次分析表明,与未治疗对照组相比,HI 对社会问题的显着影响(p = .009,d = 43)。这些显着的治疗效果表明,对患有 ADHD 的青少年进行全面的学业和组织技能干预可能会对缓解患有这种合并症的青少年的青少年抑郁产生次要影响。鉴于 HI 干预对社交技能的有效性的混合证据,未来的工作应进一步评估这种影响。非随机未治疗对照组的二次分析表明,与未治疗对照组相比,HI 对社会问题的显着影响(p = .009,d = 43)。这些显着的治疗效果表明,对患有 ADHD 的青少年进行全面的学业和组织技能干预可能会对缓解患有这种合并症的青少年的青少年抑郁产生次要影响。鉴于 HI 干预对社交技能的有效性的混合证据,未来的工作应进一步评估这种影响。非随机未治疗对照组的二次分析表明,与未治疗对照组相比,HI 对社会问题的显着影响(p = .009,d = 43)。这些显着的治疗效果表明,对患有 ADHD 的青少年进行全面的学业和组织技能干预可能会对缓解患有这种合并症的青少年的青少年抑郁产生次要影响。鉴于 HI 干预对社交技能的有效性的混合证据,未来的工作应进一步评估这种影响。这些显着的治疗效果表明,对患有 ADHD 的青少年进行全面的学业和组织技能干预可能会对缓解患有这种合并症的青少年的青少年抑郁产生次要影响。鉴于 HI 干预对社交技能的有效性的混合证据,未来的工作应进一步评估这种影响。这些显着的治疗效果表明,对患有 ADHD 的青少年进行全面的学业和组织技能干预可能会对缓解患有这种合并症的青少年的青少年抑郁产生次要影响。鉴于 HI 干预对社交技能的有效性的混合证据,未来的工作应进一步评估这种影响。
更新日期:2022-05-26
down
wechat
bug