Attention Deficit Hyperactivity Disorder (ADHD)
Conditions
Keywords
Treatment of ADHD, Long-term treatment follow-up
Brief summary
The purpose of the study is to examine how well two types of treatment follow up work compared to one another: 1. standard community follow up 2. medication monitoring plus tailored case management follow up. A child's participation will involve 3 months of treatment consisting of medication and psychological, behavioural, and academic interventions tailored to their individual needs. Following this treatment, the child will be randomly assigned to receive two years of either community follow up or medication monitoring plus tailored case management follow up delivered by the study team. During both types of follow up, at 6 month intervals, the parent and child will be asked to complete interviews with our study personnel and comprehensive assessments pertaining to ADHD symptoms and various other areas of functioning. Parents will also be asked to obtain information from the child's teacher regarding the child's functioning at 6 month intervals during the school year.
Interventions
BEHAVIORALAcademic and Organization skills
This program aims at teaching children organization, time management and stress management skills. They are also taught academic strategies in reading, writing, and math. The program consists of six, 90 minute sessions.
BEHAVIORALParent Training
The Parent Training Program: The parent training program is designed to increase parental understanding of ADHD; establish attentive, positive interactions, and solve problems collaboratively. Eight weekly group sessions lasting about 2 hours each will be conducted by trained psychologists, social workers, or clinical nurses. Homework assignments and detailed summary sheets will be used to promote technique acquisition and generalization.
BEHAVIORALSocial Skills Training
Social Skills and Anger Management Training: The social skills training program is based on understanding yourself and others, and being able to understand things from the other's perspective. The program uses direct instruction, modelling, behavioural rehearsal, feedback, and social reinforcement. The following are covered: joining in, understanding emotions, dealing with anger, using self-control, responding to teasing / bullying, and staying out of fights.
DRUGLong-acting stimulant
The medication prescribed is usually a long-acting stimulant that is carefully titrated to the child's optimal dose (normally that dose above which further improvement is not seen and side effects are manageable). Once optimal dose is reached, children are followed at regular once per three month visits for medication monitoring. In this group the child can be referred for a medication reevaluation and adjustment as many times as is needed.
Sponsors
Canadian Institutes of Health Research (CIHR)
McGill University Health Centre/Research Institute of the McGill University Health Centre
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
6 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
* age 6 to 12 years * DSM-IV ADHD diagnosis by a specialist i.e. child psychiatrist or developmental paediatrician (DSM 5 ADHD criteria do not differ dramatically from DSM IV criteria for children) * Intelligence Quotient (IQ) \> 80 as per the Wechsler Intelligence Scale for Children (WISC-IV) * Proficiency in English or French
Exclusion criteria
* History of Autism Spectrum Disorder (ASD) or psychosis * Significant brain traumas (encephalitis, head injury requiring hospitalization, etc.) * Major medical conditions or impairments that would interfere with the ability of the child to complete testing or take psychostimulants, e.g., epilepsy, cardiac abnormalities, or renal abnormalities.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Attention Deficit Hyperactivity Disorder (ADHD) symptomatology (measured via Conners' Global Index - Parent and Teacher Version) | At baseline - no medication |
Secondary
| Measure | Time frame |
|---|---|
| Social skills (measured via Parent and Teacher Social Skills Rating Scale) | At baseline - no medication |
| Academic achievement (measured via Wechsler Individual Achievement Test (WIAT)) | At baseline - no medication |
| Emotional and symptomatic functioning (measured via the Achenbach Child Behavior Check List (CBCL)) | At baseline - no medication |
| Overall functioning (measured via the Weiss Functional Impairment Scale (WFIRS)) | At baseline - no medication |
| Overall functioning (measured via the Clinical Global Impression Scale (CGI)) | Assessed at baseline |
Countries
Canada
Outcome results
None listed