1
|
Dentz A, Soelch CM, Fahim C, Torsello A, Parent V, Ponsioen A, Guay MC, Bioulac-Rogier S, Clément C, Bader M, Romo L. Non-pharmacological treatment of Attention Deficit Disorder with or without Hyperactivity (ADHD). Overview and report of the first international symposium on the non-pharmacological management of ADHD. L'ENCEPHALE 2024; 50:309-328. [PMID: 38326137 DOI: 10.1016/j.encep.2023.04.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 04/24/2023] [Indexed: 02/09/2024]
Abstract
Attention Deficit Disorder with or without Hyperactivity (ADHD is a neurodevelopmental disorder which affects the day-to-day functioning of children and adults with this condition. Pharmacological treatment can reduce the symptoms associated with ADHD, but it has some limitations. The objective of this symposium is to determine the effects of non-pharmacological approaches on ADHD symptoms. Results indicate that the following intervention are promising approaches: cognitive behavioral therapy (CBT), mindfulness-based interventions (MBI), yoga, cognitive and metacognitive intervention, neurofeedback and parental training programs. Current research advocates multimodal approaches in conjunction with school or work accommodations integrating innovative technologies.
Collapse
Affiliation(s)
- Amélie Dentz
- Université de Fribourg, Département de Psychologie, rue P.A. de Faucigny 2, 1700 Fribourg, Switzerland.
| | - Chantal Martin Soelch
- Université de Fribourg, Département de Psychologie, rue P.A. de Faucigny 2, 1700 Fribourg, Switzerland
| | - Cherine Fahim
- Université de Fribourg, Département de Psychologie, rue P.A. de Faucigny 2, 1700 Fribourg, Switzerland
| | - Alexandra Torsello
- Université de Fribourg, Département de Psychologie, rue P.A. de Faucigny 2, 1700 Fribourg, Switzerland
| | | | | | | | | | - Céline Clément
- Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication (EA 2310), Université de Strasbourg, Strasbourg, France
| | - Michel Bader
- Unité de Recherche, Service de Psychiatrie de l'Enfant et de l'adolescent (SUPEA - DP CHUV), Lausanne, Switzerland
| | - Lucia Romo
- EA4430 CLIPSYD, UFR SPSE, Paris Nanterre Université, Nanterre, France
| |
Collapse
|
2
|
Bureau R, Clément C. "Survival classes for a neurotypical world": What French autistic adults want and need after receiving an autism diagnosis. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:843-853. [PMID: 37345517 DOI: 10.1177/13623613231183071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/23/2023]
Abstract
LAY ABSTRACT Adults receiving an autism diagnosis might not react the same depending on their countries or cultures. We also know that autistic people are rarely asked what they think would be best for them following this diagnosis. In this study, we asked 12 French autistic adults about their experiences of receiving an autism diagnosis as well as what they thought might be useful afterwards. Overall, we found that some experiences were similar to experiences related by English or American participants, but some were specific to the French culture, suggesting that such research should expand into new territories and cultures, especially non-European ones. Our participants also had quite a few ideas as to what would be useful for people in the same situation. Some of the suggestions can be put into action by peers and professionals alike, while others are wishes relating to how our participants would like society to behave toward them and people like them, for example. This article allows for a better comprehension of how cultural differences can impact the experience of receiving an autism diagnosis as an adult and provides some insight into what these adults want and desire following such a diagnosis.
Collapse
Affiliation(s)
- Raven Bureau
- Université de Strasbourg, France
- Groupement d'Intérêt Scientifique Autisme et TND, France
| | - Céline Clément
- Université de Strasbourg, France
- Groupement d'Intérêt Scientifique Autisme et TND, France
- Strasbourg Translational Research on the Autism Spectrum & Neurodevelopmental Disorders (STRAS&ND), France
| |
Collapse
|
3
|
Mundal I, Laake P, Bjørkly SK, Lara-Cabrera ML. Factor structure and internal consistency of the parent patient activation measure (P-PAM) in parents of children with ADHD in norwegian paediatric mental health. BMC Psychiatry 2023; 23:60. [PMID: 36691007 PMCID: PMC9869581 DOI: 10.1186/s12888-023-04550-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 01/16/2023] [Indexed: 01/24/2023] Open
Abstract
BACKGROUND This study aimed to explore the internal consistency and factor validity of the 13-item self-report questionnaire Parent-Patient Activation Measure (P-PAM) in a sample of parents of children with Attention-deficit/hyperactivity disorder. METHODS In a cross-sectional study, 239 parents were recruited from four outpatient clinics of the Child and Adolescent Mental Health Services and completed the P-PAM along with demographic variables. The factor structure of the P-PAM was examined through exploratory factor analysis, and internal consistency was estimated with the use of both Cronbach's alpha and McDonald's omega. A confirmatory factor analysis was used to estimate and test individual parameters. RESULTS The fit indices suggest an acceptable two-factor model of P-PAM and show high internal consistency and reliability for both factors, indicating that the scale measures two concepts. CONCLUSIONS Our findings provide evidence for an acceptable factor structure and a high reliability of P-PAM as a measure of parent activation, suggesting that the theoretical factors reflect the construct of parent activation as intuitively compiled into an inner cognitive factor and an outer behavioral factor, which are related.
Collapse
Affiliation(s)
- Ingunn Mundal
- Faculty of Health Siences and Social care, Molde University College, Molde, Norway
- Division of Psychiatry, Kristiansund Community Mental Health Centre, Møre Og Romsdal Hospital Trust, Kristiansund, Norway
- Regional Centre for Child and Youth Mental Health and Child Welfare (RKBU), Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Petter Laake
- Faculty of Health Siences and Social care, Molde University College, Molde, Norway
- Department of Biostatistics, Oslo Centre for Statistics and Epidemiology, University of Oslo, Oslo, Norway
| | - Stål K. Bjørkly
- Faculty of Health Siences and Social care, Molde University College, Molde, Norway
- Oslo University Hospital, Centre for Forensic Research, Oslo, Norway
| | - Mariela L. Lara-Cabrera
- Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
- Division of Psychiatry, Nidelv Community Mental Health Centre, St. Olav’s University Hospital, Trondheim, Norway
| |
Collapse
|
4
|
Morsa M, De Andrade V, Alcaraz C, De La Tribonnière X, Rattaz C, Baghdadli A. A scoping review of education and training interventions in Autism Spectrum Disorder. PATIENT EDUCATION AND COUNSELING 2022; 105:2850-2859. [PMID: 35618551 DOI: 10.1016/j.pec.2022.05.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 05/15/2022] [Accepted: 05/16/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE Autism Spectrum Disorder (ASD) is a chronic neurodevelopmental disorder. Living with ASD requires that individuals and parents develop skills in order to cope with daily life. Education interventions are recommended to support them. This study aims to get an overview of education and training interventions in ASD. METHODS A scoping review of international literature was conducted. RESULTS 43 articles were analyzed. Four main types of intervention stand out: support groups, parental training; psychoeducation; therapeutic patient education. However, the majority of publications is focused on the parents rather than on individuals living with ASD, and the needs assessments identified focused on general needs rather than educational needs. CONCLUSION While educational interventions for parents and individuals with ASD are now encouraged, considerable heterogeneity is observed. But this variety is not based on a reasoned approach to matching supply and needs. Future studies could focus more on the educational needs of individuals with ASD. PRACTICE IMPLICATIONS Overview of education and training interventions in ASD help health care providers to better understand the strengths and limitations of their interventions.
Collapse
Affiliation(s)
- Maxime Morsa
- Université Sorbonne Paris Nord, Laboratoire Educations et Promotion de la santé, LEPS, UR 3412, F-93430, Villetaneuse, France.
| | - Vincent De Andrade
- Université Sorbonne Paris Nord, Laboratoire Educations et Promotion de la santé, LEPS, UR 3412, F-93430, Villetaneuse, France
| | - Céline Alcaraz
- CRA-LR, CeAND - University Hospital Center of Montpellier, France
| | - Xavier De La Tribonnière
- Transversal Patient Education Unit (UTEP), University Hospital Center of Montpellier, France; University of Montpellier School of Medicine, France
| | - Cécile Rattaz
- CRA-LR, CeAND - University Hospital Center of Montpellier, France
| | - Amaria Baghdadli
- CRA-LR, CeAND - University Hospital Center of Montpellier, France; University of Montpellier School of Medicine, France; CESP Laboratory INSERM, France
| |
Collapse
|
5
|
Mundal I, Laake P, Mezzich J, Bjørkly SK, Lara-Cabrera ML. Assessment of the Quality of Life in Parents of Children With ADHD: Validation of the Multicultural Quality of Life Index in Norwegian Pediatric Mental Health Settings. Front Psychol 2021; 12:638006. [PMID: 33613407 PMCID: PMC7894072 DOI: 10.3389/fpsyg.2021.638006] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Accepted: 01/15/2021] [Indexed: 11/18/2022] Open
Abstract
Background: The brief generic Multicultural Quality of Life Index (MQLI) is a culturally informed self-report 10-item questionnaire used to measure health-related quality of life (QoL). QoL is an important outcome measure in guiding healthcare and is held as a substantial parameter to evaluate the effectiveness of healthcare. Attention Deficit Hyperactivity Disorder (ADHD) in children might negatively influence the parents' QoL. Having a validated questionnaire to measure QoL for this population will therefore be a vital first step in guiding healthcare for parents of children with ADHD. We aimed to examine the reliability and validity of the Norwegian version of the MQLI in a sample of parents of children with ADHD. Methods: In a cross-sectional study, 128 parents of children with ADHD were recruited from four outpatient clinics within the Child and Adolescents Mental Health Services (CAMHS) in Norway. They completed the MQLI along with an alternative well-being scale, the Five-item World Health Organization Well-being Index (WHO-5), and a form including demographic variables. Reliability and validity of the MQLI were examined. We conducted a factor analysis and calculated internal consistency and the correlation between the MQLI and the WHO-5. Results: Factor analysis of the parents reported MQLI yielded a one-factor solution. For the MQLI, Cronbach's alpha was 0.73. The correlation between the two measures of MQLI and WHO-5 was high (r = 0.84), reflecting convergent validity since the association between the two measures was strong. Conclusion: Results from this study support the reliability and validity of the Norwegian version of the MQLI for assessment of quality of life in parents of children with ADHD with good psychometric properties. Study findings support the use of the questionnaire in CAMHS.
Collapse
Affiliation(s)
- Ingunn Mundal
- Department of Health and Social Sciences, Molde University College, Molde, Norway
- Department of Psychiatry, Kristiansund Community Mental Health Centre, Møre og Romsdal Hospital Trust, Kristiansund, Norway
- Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Petter Laake
- Department of Health and Social Sciences, Molde University College, Molde, Norway
- Department of Biostatistics, Oslo Centre for Statistics and Epidemiology, University of Oslo, Oslo, Norway
| | - Juan Mezzich
- Icahn School of Medicine at Mount Sinai, New York, NY, United States
- San Fernando School of Medicine, San Marcos National University, Lima, Peru
- International College of Person-Centered Medicine, New York, NY, United States
| | - Stål K. Bjørkly
- Department of Health and Social Sciences, Molde University College, Molde, Norway
- Centre for Forensic Research, Oslo University Hospital, Oslo, Norway
| | - Mariela Loreto Lara-Cabrera
- Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
- Division of Psychiatry, Tiller Community Mental Health Centre, St. Olav’s University Hospital, Trondheim, Norway
- Division of Mental Health, Department of Research and Development, St Olav’s University Hospital, Trondheim, Norway
| |
Collapse
|
6
|
Downes N, Lichtlé J, Lamore K, Orêve MJ, Cappe E. Couples' Experiences of Parenting a Child After an Autism Diagnosis: A Qualitative Study. J Autism Dev Disord 2020; 51:2697-2710. [PMID: 33067696 DOI: 10.1007/s10803-020-04744-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2020] [Indexed: 01/10/2023]
Abstract
After a child is diagnosed with autism, parents' relationships are impacted as they reorganize their daily lives to support their child's specific needs. A better understanding of parenting couples' adaptation is needed to accompany them during this period. This qualitative study explored couples' experiences after their child's autism diagnosis. An inductive thematic analysis among ten couple interviews (N = 20) revealed three key themes: emotional experiences, external support, and adaptation. Overall, the quality of couples' relationships before having a child influenced their relationship after the diagnosis. In general, parents presented complementary coparenting roles, while different opinions about how to raise the child strained their relationship. Helping parents adapt to a diagnosis together could prove to be important for future interventions and research.
Collapse
Affiliation(s)
- Naomi Downes
- Université de Paris, LPPS, F-92100, Boulogne-Billancourt, France
| | - Jérôme Lichtlé
- Université de Paris, LPPS, F-92100, Boulogne-Billancourt, France
| | | | - Marie-Joëlle Orêve
- Service de Psychiatrie Infanto-Juvénile, Centre Hospitalier de Versailles, 78150, Le Chesnay, France
| | - Emilie Cappe
- Université de Paris, LPPS, F-92100, Boulogne-Billancourt, France.
| |
Collapse
|
7
|
Derguy C, Loyal D, Devouche E, Cappe E. Should we use the Parental Stress Index-Short Form in parents of children with ASD? A French validation study. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 104:103716. [PMID: 32590181 DOI: 10.1016/j.ridd.2020.103716] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 06/09/2020] [Accepted: 06/09/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Parents of children with Autism Spectrum Disorder (ASD) exhibit higher levels of parental stress than parents of typically developing children. The most frequently used tools to assess parental stress is the Parenting Stress Index (PSI) or its Short Form (PSI-SF). AIMS This study was designed to test the validity of the PSI-SF in French parents of children with ASD (N = 370). METHODS AND PROCEDURES First, a confirmatory factor analysis was conducted to test the initial 3-factor structure (36 items) which indicate a poor model fit. Then, an exploratory factor analysis was performed and convergent validity was assessed. OUTCOMES AND RESULTS A 3-factor structure (21 items) explaining 44 % of the variance was observed. Dimensions were moderately correlated and exhibited good internal consistency. Convergent validity was checked through the PSI-SF association with anxiety and depression (HADS), quality of life (WHOQOL-Brief) and appraisal of being a parent of a child with ASD (ALES). CONCLUSIONS AND IMPLICATIONS Future research should use the full version of the PSI-SF and examine its factor structure. More studies on the factor structure of the PSI-SF are needed to find out if it is a suitable tool for measuring stress in parents of children with ASD in France.
Collapse
Affiliation(s)
- C Derguy
- Université de Paris, LPPS, F-92100, Boulogne-Billancourt, France.
| | - D Loyal
- Laboratoire Adaptation, Mesure et Évaluation en Santé, Approches Interdisciplinaires (APEMAC - EA 4360), Université de Lorraine, France
| | - E Devouche
- Université de Paris, LPPS, F-92100, Boulogne-Billancourt, France
| | - E Cappe
- Université de Paris, LPPS, F-92100, Boulogne-Billancourt, France
| |
Collapse
|
8
|
Decroocq C, Soulas T, Lichtlé J, Sankey C, Engelberg A, Cappe E. Facilitators' perspectives on a psychoeducational program for parents of an autistic child. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 24:1273-1285. [PMID: 31969009 DOI: 10.1177/1362361319899766] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
LAY ABSTRACT The recent increase of diagnosed cases of autism spectrum disorders has led to a considerable rise in the demands for autism-related services and interventions. Caring for an autistic child can be perceived as an enrichment, which coexists with stress in parents. Parents express the need to access relevant information about their child's difference, and parent support interventions appear to respond effectively to this demand, as they are knowledge-focused and offer indirect support to the child. The aim of this study was to capture the subjective experience of facilitators who implemented a psychoeducational program called Beyond PDD: Parental Skills within My Reach. This program is based on the acknowledged fact that parents of autistic children play a central role in their child's development. Its main goal is to help parents of autistic children under the age of 8 to identify, develop, and update their parenting competences. This program broaches different topics: (1) specific features of an autistic child, (2) post-diagnostic parental adjustment, (3) communication and social relationships, (4) importance of providing the child with a structured environment, and (5) parental emotions and perceptions that impact everyday life. Structured interviews of the facilitators provided insight on institutional support, issues related to the program itself, required and/or recommended professional background, personal experience and competences, and difficulties linked to recruitment and research criteria. Recommendations aiming to enhance program implementation and delivery were then created using facilitators' feedback on these aspects.
Collapse
|
9
|
Sankey C, Girard S, Cappe E. Evaluation of the social validity and implementation process of a psychoeducational program for parents of a child with Autism Spectrum Disorder. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 67:101-111. [PMID: 34141403 PMCID: PMC8115530 DOI: 10.1080/20473869.2019.1598721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2018] [Revised: 02/08/2019] [Accepted: 03/20/2019] [Indexed: 06/12/2023]
Abstract
The aim of this study was to assess the social validity and document the implementation of a psychoeducational program designed to support parents after their child's diagnosis, from both parents' and professionals' perspectives. A complete version (five workshops and five individual follow-ups) and a shortened version (five workshops only) of the program were evaluated. Parents filled in satisfaction questionnaires after every workshop and at the end of the program. Professionals who facilitated the program filled in a specially designed questionnaire to rate the quality of the program and of its implementation, the fidelity of implementation and the parents' responsiveness. In addition, video recordings of the workshops allowed an objective assessment of the fidelity of implementation. Attendance rates were high; parents were satisfied and felt they had made progress. Professionals evaluated positively the quality of the program and of its implementation, and felt parents were responsive. However, minor adaptations had to be made. The program has good social validity, which allowed easy and satisfying implementation, but it does require some flexibility. Overall, this study provides useful insight on the implementation process that may help clinical services to use this evidence-based program effectively.
Collapse
Affiliation(s)
- Carol Sankey
- Université Paris Descartes, Sorbonne Paris Cité, Institut de Psychologie, Laboratoire de Psychopathologie et Processus de Santé (EA 4057), Boulogne-Billancourt, France
| | - Sophie Girard
- Université Paris Descartes, Sorbonne Paris Cité, Institut de Psychologie, Laboratoire de Psychopathologie et Processus de Santé (EA 4057), Boulogne-Billancourt, France
| | - Emilie Cappe
- Université Paris Descartes, Sorbonne Paris Cité, Institut de Psychologie, Laboratoire de Psychopathologie et Processus de Santé (EA 4057), Boulogne-Billancourt, France
| |
Collapse
|