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Effectiveness of time-related interventions in children with ADHD aged 9–15 years: a randomized controlled study
Linköping University, Faculty of Medicine, Department of Clinical and Experimental Medicine, Center for Social and Affective Neuroscience, Child and Adolescent Psychiatry, Linköping, Sweden.
Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences, Research in Disability and Habilitation. Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Medicinska och farmaceutiska vetenskapsområdet, centrumbildningar mm, Center for Clinical Research Dalarna. (Funktionshinder och Habilitering)
Linköping University, Faculty of Medicine, Department of Social and Welfare Studies, Norrköping, Sweden.
Linköping University, Faculty of Medicine, Department of Clinical and Experimental Medicine, Center for Social and Affective Neuroscience, Child and Adolescent Psychiatry, Linköping, Sweden.
2018 (English)In: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 27, no 3, p. 329-342Article in journal (Refereed) Published
Abstract [en]

Specific problems with time and timing that affect daily routines, homework, school work, and social relations have been recognized in children with ADHD. The primary treatments for children with ADHD do not specifically focus on time-related difficulties. The aim of this randomized controlled study (RCT) was to investigate how multimodal interventions, consisting of training in time-processing ability (TPA) and compensation with time-assistive devices (TAD), affect TPA and daily time management (DTM) in children with ADHD and time difficulties, compared with only educational intervention. Thirty-eight children on stable medication for ADHD in the 9-15-year age range were randomly allocated to an intervention or a control group. The children's TPA was measured with a structured assessment (KaTid), and the children's DTM was rated by a parent questionnaire (Time-Parent scale) and by children's self-reporting (Time-Self-rating). The intervention consisted of time-skill training and compensation with TAD. Data were analysed for differences in TPA and in DTM between the control and intervention groups in the 24-week follow-up. Children in the intervention group increased their TPA significantly (p = 0.019) more compared to the control group. The largest increase was in orientation to time. In addition, the parents in the intervention group rated their children's DTM as significantly (p = 0.01) improved compared with the parents in the control group. According to the children, their DTM was not significantly changed. In conclusion, a multimodal intervention consisting of time-skill training and TAD improved TPA and DTM in children with ADHD aged 9-15 years.

Place, publisher, year, edition, pages
2018. Vol. 27, no 3, p. 329-342
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Other Medical Sciences
Identifiers
URN: urn:nbn:se:uu:diva-342965DOI: 10.1007/s00787-017-1052-5ISI: 000427592600009PubMedID: 28956183OAI: oai:DiVA.org:uu-342965DiVA, id: diva2:1185385
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2018-05-25Bibliographically approved

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