Attitudes Toward Attention-Deficit Hyperactivity Disorder (ADHD) Treatment: Parents' and Children's Perspectives

Neuro-Pediatric Unit, Hadassah-Hebrew University Medical Center, Jerusalem 91240, Israel.
Journal of child neurology (Impact Factor: 1.72). 06/2008; 23(9):1036-42. DOI: 10.1177/0883073808317726
Source: PubMed


Attitudes toward pharmacological treatment may be a major factor contributing to adherence to such treatment. In the current study, attitudes toward methylphenidate treatment among 50 children diagnosed with attention-deficit hyperactivity disorder (ADHD) and their parents were assessed. Authors of this study have found that the study population is concerned and suspicious toward methylphenidate treatment. Most participants were exposed to negative information even before treatment initiation, which caused many participants to consult other sources and postpone the treatment initiation. Although experiencing methylphenidate as safe and effective (after 23.5 months of treatment), the leading cause of negative attitudes is the concern regarding long-term effects. The single most effective factor regarding the attitude toward methylphenidate treatment is the neurologist's explanation. It is concluded that the pediatric neurologist has a crucial role in affecting attitudes of children and parents toward methylphenidate treatment.

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    • "Despite the fact that this multimodal approach has been shown to be effective in reducing ADHD symptoms (MTA Cooperative Group, 1999; Van der Oord et al., 2008), it seems that these effects cannot be sustained beyond 24 months (Jensen et al., 2007). Furthermore in regard to stimulant medication, some children experience serious side effects (Graham and Coghill, 2008) and there is growing concern among parents about the unknown long term effects (Berger et al., 2008). Finally, it has been shown that current multimodal approach does not lead to improvements in academic performance (Raggi and Chronis, 2006; Van der Oord et al., 2008), a key area of functioning in every day life which is often disturbed in children with ADHD (Loe and Feldman, 2007). "
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    ABSTRACT: The goal of this randomized controlled trial was to replicate and extend previous studies of Cogmed Working Memory Training (CWMT) in children with Attention-deficit/hyperactivity disorder (ADHD). While a large proportion of children with ADHD suffer from academic difficulties, only few previous efficacy studies have taken into account long term academic outcome measures. So far, results regarding academic outcome measures have been inconsistent. Hundred and two children with ADHD between the age of 8 and 12 years (both medicated and medication naïve) participated in current randomized controlled trial. Children were randomly assigned to CWMT or a new active combined working memory-and executive function compensatory training called 'Paying Attention in Class.' Primary outcome measures were neurocognitive functioning and academic performance. Secondary outcome measures contained ratings of behavior in class, behavior problems, and quality of life. Assessment took place before, directly after and 6 months after treatment. Results showed only one replicated treatment effect on visual spatial working memory in favor of CWMT. Effects of time were found for broad neurocognitive measures, supported by parent and teacher ratings. However, no treatment or time effects were found for the measures of academic performance, behavior in class or quality of life. We suggest that methodological and non-specific treatment factors should be taken into account when interpreting current findings. Future trials with well-blinded measures and a third 'no treatment' control group are needed before cognitive training can be supported as an evidence-based treatment of ADHD. Future research should put more effort into investigating why, how and for whom cognitive training is effective as this would also potentially lead to improved intervention-and study designs.
    Full-text · Article · Jul 2015 · Frontiers in Psychology
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    • "A combination of pharmacological and psychological treatment approaches are recommended for school-aged children with ADHD (Taylor et al. 2004). However, medication can have side-effects (Handen et al. 1991; Graham & Coghill 2008) and parents can have reservations about its use for controlling behaviour, particularly in young children (Berger et al. 2008). The need for an alternative early intervention approach using non-pharmacological treatments, such as parenting programmes (PPs), has been increasingly recognized (Daley 2006; Sonuga-Barke & Halperin 2010; Sonuga-Barke et al. 2011; Charach et al. 2013). "
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    ABSTRACT: Background The importance of early intervention approaches for the treatment of attention-deficit hyperactivity disorder (ADHD) has been increasingly acknowledged. Parenting programmes (PPs) are recommended for use with preschool children with ADHD. However, low ‘take-up’ and high ‘drop-out’ rates compromise the effectiveness of such programmes within the community.Methods This qualitative study examined the views of 25 parents and 18 practitioners regarding currently available PPs for preschool children with ADHD-type problems in the UK. Semi-structured interviews were undertaken to identify both barriers and facilitators associated with programme access, programme effectiveness, and continued engagement.Results and conclusionsMany of the themes mirrored previous accounts relating to generic PPs for disruptive behaviour problems. There were also a number of ADHD-specific themes. Enhancing parental motivation to change parenting practice and providing an intervention that addresses the parents' own needs (e.g. in relation to self-confidence, depression or parental ADHD), in addition to those of the child, were considered of particular importance. Comparisons between the views of parents and practitioners highlighted a need to increase awareness of parental psychological barriers among practitioners and for better programme advertising generally. Clinical implications and specific recommendations drawn from these findings are discussed and presented.
    Full-text · Article · Jun 2014 · Child Care Health and Development
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    • "Firstly, side effects have been reported and for some serious and life-threatening side effects, the risk is not clear and will likely remain so due to the rarity of these events (Graham et al., 2011). Children with ADHD and their parents also have significant reservations about possible negative long-term effects of medication (Berger et al., 2008). Secondly, there is insufficient evidence of long-term efficacy of medication for ADHD (van de Loo-Neus et al., 2011). "
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    ABSTRACT: In recent years a rising amount of randomized controlled trials, reviews, and meta-analyses relating to the efficacy of electroencephalographic-neurofeedback (EEG-NF) in children with attention-deficit/hyperactivity disorder (ADHD) have been published. Although clinical reports and open treatment studies suggest EEG-NF to be effective, double blind placebo-controlled studies as well as a rigorous meta-analysis failed to find support for the efficacy of EEG-NF. Since absence of evidence does not equate with evidence of absence, we will outline how future research might overcome the present methodological limitations. To provide conclusive evidence for the presence or absence of the efficacy of EEG-NF in the treatment of ADHD, there is a need to set up a well-designed study that ensures optimal implementation and embedding of the training, and possibly incorporates different forms of neurofeedback.
    Full-text · Article · May 2014 · Frontiers in Human Neuroscience
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