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Golson ME, Brunson McClain M, Ha J, Stigler R, Bera J, Kieffer KEB, Gibson A. A Systematic Review of ADHD Knowledge Measures and Their Psychometric Support. J Pediatr Psychol 2023; 48:356-374. [PMID: 36806736 DOI: 10.1093/jpepsy/jsac095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 12/13/2022] [Accepted: 12/13/2022] [Indexed: 02/22/2023] Open
Abstract
OBJECTIVE Attention-deficit/hyperactivity disorder (ADHD) knowledge is associated with reduced stigma, earlier identification, and increased intervention access. Several ADHD knowledge measures have emerged. However, the psychometric quality of these measures varies wildly, and a review of the current psychometric support for ADHD knowledge measures is lacking. METHODS The current study is a systematic review of ADHD knowledge measures for the reported psychometric support and the populations in which they are validated. The databases PsycINFO, ERIC, and PubMed were searched using PRISMA guidelines for peer-reviewed publications using a direct ADHD knowledge measure for original data collection. An ancestral search and the inclusion of dissertations were used to reduce potential publication bias. Included articles were coded for psychometric support, population of interest, and validation sample characteristics. RESULTS A total of 163 articles were identified, including a total of 96 ADHD knowledge measures. The majority of measures (71.8%) did not include adequate psychometric evidence to constitute an evidence-based measure. Within that, approximately a third of ADHD knowledge measures were not accompanied by any psychometric support. Many measures are designed for and validated in only one population. Most studies did not report racial and ethnic validation sample composition; among those that did, there is a lack of diversity. CONCLUSIONS The lack of psychometric evidence for ADHD knowledge measures calls into question the current literature regarding ADHD knowledge, particularly related to racially and ethnically minoritized respondents with whom few measures have been validated. Implications for researchers and clinicians selecting an ADHD knowledge measure are discussed.
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Affiliation(s)
| | | | - Jennifer Ha
- Department of Counseling and Educational Psychology, Indiana University, USA
| | - Renae Stigler
- Department of Psychology, University of Colorado Denver, USA
| | - Jac'lyn Bera
- Department of Counseling and Educational Psychology, Indiana University, USA
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Dixon JF, Akins R, Miller E, Breslau J, Gill S, Bisi E, Schweitzer JB. Changing Parental Knowledge and Treatment Acceptance for ADHD: A Pilot Study. Clin Pediatr (Phila) 2022; 62:301-308. [PMID: 36171719 PMCID: PMC10108330 DOI: 10.1177/00099228221124676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This pilot study assessed the feasibility and potential effectiveness of a single-session workshop in modifying parental beliefs/knowledge about attention-deficit/hyperactivity disorder (ADHD) in children and impact on treatment acceptance/utilization. Concerns raised by school professionals about lack of treatment follow-through after ADHD diagnosis and parental misinformation about medication usage catalyzed this project. A single-group pre-post quasi-experimental design was used. Sixty-eight parents completed ADHD knowledge/belief scales and stress inventories, and pre-ADHD and post-ADHD information workshop. Follow-up calls were made after the workshop to assess treatment utilization. Parents/caregivers experienced significant knowledge and belief changes regarding medication efficacy, willingness to accept physician treatment recommendations, and rejection of non-empirically based treatments. Follow-up data showed that 41% of contacted participants met with physicians to discuss medication utilization and behavioral treatments. Brief, one-session psycho-educational workshops were feasible and impacted parental beliefs and behaviors regarding scientifically supported interventions for ADHD.
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Affiliation(s)
- J F Dixon
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA.,UC Davis MIND Institute, School of Medicine, University of California, Davis, Sacramento, CA, USA
| | - R Akins
- UC Davis MIND Institute, School of Medicine, University of California, Davis, Sacramento, CA, USA.,Department of Pediatrics, University of California, Davis, Sacramento, CA, USA
| | - E Miller
- Department of Pediatrics, University of Pittsburgh, Pittsburgh, PA, USA
| | - J Breslau
- Rand Corporation, Pittsburgh, PA, USA
| | - S Gill
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA.,Palo Alto University, Palo Alto, CA, USA
| | - E Bisi
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA.,UC Davis MIND Institute, School of Medicine, University of California, Davis, Sacramento, CA, USA
| | - J B Schweitzer
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA.,UC Davis MIND Institute, School of Medicine, University of California, Davis, Sacramento, CA, USA
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Abstract
OBJECTIVE The current study aimed to extend findings of a study comparing two psychosocial treatments for ADHD in Latinx youth by examining if parental ADHD knowledge improves following treatment and if parental gender differences in ADHD knowledge exist. METHOD Following a comprehensive ADHD assessment, 58 Latinx families of school-aged children (mean age of 8 years) were randomly assigned to either culturally-adapted treatment (CAT) or standard evidence-based treatment (EBT). Parents completed an ADHD Knowledge measure both pre- and post-treatment. RESULTS/CONCLUSION Latinx mothers demonstrated greater knowledge of ADHD symptomatology than fathers at pre-treatment. CAT resulted in improvements in parental knowledge of ADHD for both mothers and fathers, whereas standard EBT resulted in no change in maternal knowledge and reduced paternal knowledge of ADHD symptomatology. Clinical implications will be discussed.
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