Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-tn8tq Total loading time: 0 Render date: 2024-06-16T16:30:44.712Z Has data issue: false hasContentIssue false

Chapter 11 - Enhancing Engagement and Motivation with Adolescents with ADHD and Their Parents

The Supporting Teens’ Autonomy Daily (STAND) Model

from Part III - Family Intervention for Specific Child and Adolescent Mental Health Problems

Published online by Cambridge University Press:  18 February 2021

By
Margaret H. Sibley  and
Patrick A. LaCount
Edited by
Jennifer L. Allen ,
David J. Hawes  and
Cecilia A. Essau
Jennifer L. Allen
Affiliation:
University of Bath
David J. Hawes
Affiliation:
University of Sydney
Cecilia A. Essau
Affiliation:
Roehampton University, London
Get access

Summary

Family therapies for adolescents with attention deficit hyperactivity disorder (ADHD) face notorious engagement problems related to population-specific barriers. Supporting Teens’ Autonomy Daily (STAND) is an empirically-supported engagement-focused therapy for parents and teens with ADHD. In this chapter, we step into the lives of adolescents with ADHD and their parents, uncovering why therapeutic behavior change historically eluded this population. We describe the STAND model and discuss specific strategies that therapists can employ to enhance parent and teen engagement. Our approach draws from social psychology research on human motivation, change-oriented therapies such as motivational interviewing (MI), research on therapy homework and habit formation, behavioral principles and our own trial and error working with families. We share the results of three clinical trials that established STAND’s efficacy and discuss limitations and future directions for the evolving STAND model. We invite readers to collaborate with us in this process, creating their own brand of STAND to improve the lives of families.

Keywords

ADHDAdolescenceParentingTherapy EngagementMotivational Interviewing
Type
Chapter
Information
Family-Based Intervention for Child and Adolescent Mental Health
A Core Competencies Approach
 , pp. 136 - 151
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barkley, RA, Edwards, G, Laneri, M, et al. The efficacy of problem-solving communication training alone, behavior management training alone, and their combination for parent–adolescent conflict in teenagers with ADHD and ODD. Journal of Consulting and Clinical Psychology 2001; 69:926–41.Google Scholar
Sibley, MN. Parent-Teen Therapy for Executive Function Deficits and ADHD: Building Skills and Motivation. New York: Guilford Press, 2016.Google Scholar
Thapar, A, Cooper, M, Eyre, O, et al. Practitioner review: what have we learnt about the causes of ADHD?. Journal of Child Psychology and Psychiatry 2013; 54:3–16.CrossRefGoogle ScholarPubMed
Castellanos, FX, Sonuga-Barke, EJ, Milham, MP, et al. Characterizing cognition in ADHD: Beyond executive dysfunction. Trends in Cognitive Sciences 2006; 10:117–23.Google Scholar
Sonuga-Barke, EJ. The dual pathway model of AD/HD: An elaboration of neuro-developmental characteristics. Neuroscience and Biobehavioral Reviews 2003; 27:593–604.CrossRefGoogle ScholarPubMed
Casey, BJ, Jones, RM, Hare, TA. The adolescent brain. Annals of the New York Academy of Sciences 2008; 1124:111–26.CrossRefGoogle ScholarPubMed
Steinberg, L, Albert, D, Cauffman, E, et al. Age differences in sensation seeking and impulsivity as indexed by behavior and self-report: evidence for a dual systems model. Developmental Psychology 2008; 44:1764–78.CrossRefGoogle ScholarPubMed
Steinberg, LA. Social neuroscience perspective on adolescent risk-taking. Developmental Review 2008; 28:78–106.Google Scholar
Humphreys, KL, Lee, SS. Risk taking and sensitivity to punishment in children with ADHD, ODD, ADHD + ODD, and controls. Journal of Psychopathology and Behavioral Assessment 2011; 33:299–307.CrossRefGoogle ScholarPubMed
Iaboni, F, Douglas, VI, Baker, AG. Effects of reward and response costs on inhibition in ADHD children. Journal of Abnormal Psychology 1995; 104:232–40.CrossRefGoogle ScholarPubMed
Sibley, MH, Yeguez, CE. Managing ADHD at the post-secondary transition: A qualitative study of parent and young adult perspectives. School Mental Health 2018; 10:352–71.CrossRefGoogle Scholar
Eccles, JS. Schools, academic motivation, and stage-environment fit. In: Handbook of Adolescent Psychology, vol. 2. 2004, pp. 125–53.Google Scholar
Zimmerman, BJ. Becoming a self-regulated learner: An overview. Theory into Practice 2002; 41:64–70.CrossRefGoogle Scholar
Steinberg, L, Morris, AS. Adolescent development. Annual Review of Psychology 2001; 52:83–110.Google Scholar
Bagwell, CL, Molina, BS, Pelham, WE, et al. Attention-deficit hyperactivity disorder and problems in peer relations: Predictions from childhood to adolescence. Journal of the American Academy of Child and Adolescent Psychiatry 2001; 40:1285–92.Google Scholar
Rokeach, A, Wiener, J. The romantic relationships of adolescents with ADHD. Journal of Attention Disorders 2018; 22:35–45.Google Scholar
Evans, SW, Sibley, MH, Serpell, ZN. Changes in caregiver strain over time in young adolescents with ADHD: The role of oppositional and delinquent behavior. Journal of Attention Disorders 2009; 12:516–24.CrossRefGoogle ScholarPubMed
Houck, G, Kendall, J, Miller, A, et al. Self-concept in children and adolescents with attention deficit hyperactivity disorder. Journal of Pediatric Nursing 2011; 26:239–47.CrossRefGoogle ScholarPubMed
Barkley, RA, Murphy, KR, Fischer, M. ADHD in Adults: What the Science Says. New York: Guilford Press, 2010.Google Scholar
Brinkman, WB, Simon, JO, Epstein, JN. Reasons why children and adolescents with attention-deficit/hyperactivity disorder stop and restart taking medicine. Academic Pediatrics 2017.Google Scholar
Molina, BS, Hinshaw, SP, Swanson, JM, et al. The MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child and Adolescent Psychiatry 2009; 48:484–500.CrossRefGoogle Scholar
Evans, SW, Axelrod, J, Langberg, JM. Efficacy of a school-based treatment program for middle school youth with ADHD: Pilot data. Behavior Modification 2004; 28:528–47.CrossRefGoogle ScholarPubMed
Langberg, JM, Epstein, JN, Becker, SP, et al. Evaluation of the homework, organization, and planning skills (HOPS) intervention for middle school students with ADHD as implemented by school mental health providers. School Psychology Review 2012; 41:342–64.Google Scholar
Smith, BH, Pelham, WE, Gnagy, E, et al. The reliability, validity, and unique contributions of self-report by adolescents receiving treatment for attention-deficit/hyperactivity disorder. Journal of Consulting and Clinical Psychology 2000; 68:489–99.Google Scholar
Sibley, MH, Kuriyan, AB, Evans, SW, et al. Pharmacological and psychosocial treatments for adolescents with ADHD: An updated systematic review of the literature. Clinical Psychology Review 2014; 34:218–32.Google Scholar
Garcia, AM, Medina, D, Sibley, MH. Conflict between parents and adolescents with ADHD: Situational triggers and the role of comorbidity. Journal of Child and Family Studies 2019; 28(12):3338–45.Google Scholar
Sibley, MH, Campez, M, Perez, A, et al. Parent management of organization, time management, and planning deficits among adolescents with ADHD. Journal of Psychopathology and Behavioral Assessment 2016; 38:216–28.Google Scholar
Patterson, GR, Forgatch, M. Parents and Adolescents Living Together, Part 1: The Basics. Eugene, OR: Castalia, 1987.Google Scholar
Sibley, MH. Supporting autonomy development in teens with ADHD: How professionals can help. ADHD Report 2017; 25:1–7.Google Scholar
Miller, WR, Rollnick, S. Motivational Interviewing: Helping People Change. New York: Guilford Press, 2013.Google Scholar
Sibley, MH, Pelham, WE, Derefinko, KD, et al. A pilot trial of Supporting Teens’ Academic Needs Daily (STAND): A parent-adolescent collaborative intervention for ADHD. Journal of Psychopathology and Behavioral Assessment 2013; 35:436–49.CrossRefGoogle Scholar
Sibley, MH, Altszuler, AR, Ross, JM, et al. A group-based parent-teen collaborative intervention for high school students with ADHD. Cognitive and Behavioral Practice 2014; 21:32–42.CrossRefGoogle Scholar
Sibley, MH, Graziano, PA, Kuriyan, AB, et al. Parent-teen behavior therapy + motivational interviewing for adolescents with ADHD. Journal of Consulting and Clinical Psychology 2016; 84:699–712.Google Scholar
Sibley, MH, Comer, J, Gonzalez, J. Delivering parent-teen therapy for ADHD through videoconferencing: A preliminary investigation. Journal of Psychopathology and Behavioral Assessment 2017; 39:477–85.CrossRefGoogle ScholarPubMed
Sibley, MH, Rodriguez, LM, Coxe, SJ, et al. Parent-teen group versus dyadic treatment for adolescent ADHD: What works for whom? Journal of Clinical Child and Adolescent Psychology 2019.Google Scholar
Lau, A, Barnett, M, Stadnick, N, et al. Therapist report of adaptations to delivery of evidence-based practices within a system-driven reform of publicly funded children’s mental health services. Journal of Consulting and Clinical Psychology 2017; 85:664–75.Google Scholar
Chorpita, BF, Daleiden, EL, Park, AL, et al. Child STEPs in California: A cluster randomized effectiveness trial comparing modular treatment with community implemented treatment for youth with anxiety, depression, conduct problems, or traumatic stress. Journal of Consulting and Clinical Psychology 2017; 85:13–25.Google Scholar
Weisz, JR, Chorpita, BF, Palinkas, LA, et al. Testing standard and modular designs for psychotherapy treating depression, anxiety, and conduct problems in youth: A randomized effectiveness trial. Archives of General Psychiatry 2012; 69:274–82.Google Scholar
Bardi, A, Schwartz, SH. Values and behavior: Strength and structure of relations. Personality and Social Psychology Bulletin 2003; 29:1207–20.Google Scholar
Schwartz, SH. An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture 2012; 2:11.Google Scholar
Rokeach, M. The Nature of Human Values. New York: Free Press, 1973.Google Scholar
Olsson, CA, Bond, L, Burns, JM, et al. Adolescent resilience: A concept analysis. Journal of Adolescence 2003; 26:1–11.CrossRefGoogle ScholarPubMed
Bornstein, MH. Cultural approaches to parenting. Parenting 2012; 12:212–21.Google Scholar
Jiang, Y, Gurm, M, Johnston, C. Child impairment and parenting self-efficacy in relation to mothers’ views of ADHD treatments. Journal of Attention Disorders 2014; 18:532–41.CrossRefGoogle ScholarPubMed
Newark, PE, Elsässer, M, Stieglitz, RD. Self-esteem, self-efficacy, and resources in adults with ADHD. Journal of Attention Disorders 2016; 20:279–90.CrossRefGoogle ScholarPubMed
Philipsen, A, Richter, H, Peters, J, et al. Structured group psychotherapy in adults with attention deficit hyperactivity disorder: Results of an open multicentre study. Journal of Nervous and Mental Disease 2007; 195:1013–19.Google Scholar
Ramsay, JR, Rostain, AL. Adult ADHD research: Current status and future directions. Journal of Attention Disorders 2008; 11(6):624–7.Google Scholar
Johnston, C, Mash, EJ. Families of children with attention-deficit/hyperactivity disorder: Review and recommendations for future research. Clinical Child and Family Psychology Review 2001; 4:183–207.Google Scholar
Nelson, JR, Roberts, ML. Ongoing reciprocal teacher-student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders 2000; 8:27–37.Google Scholar
Hoza, B. Peer functioning in children with ADHD. Journal of Pediatric Psychology 2007; 32:655–63.Google Scholar
Cox, KF. Investigating the impact of strength-based assessment on youth with emotional or behavioral disorders. Journal of Child and Family Studies 2006; 15:278–92.Google Scholar
Lee, MY, Greene, GJ, Hsu, KS, et al. Utilizing family strengths and resilience: Integrative family and systems treatment with children and adolescents with severe emotional and behavioral problems. Family Process 2009; 48:395–416.CrossRefGoogle ScholarPubMed
Martin, AJ. Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches. Journal of Psychologists and Counsellors in Schools 2013; 23:143–55.Google Scholar
Rogers, CR. The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology 1957; 21:95–103.Google Scholar
Kazantzis, N, Whittington, C, Dattilio, F. Meta‐analysis of homework effects in cognitive and behavioral therapy: A replication and extension. Clinical Psychology: Science and Practice 2010; 17:144–56.Google Scholar
Brookman-Frazee, L, Garland, AF, Taylor, R, et al. Therapists’ attitudes towards psychotherapeutic strategies in community-based psychotherapy with children with disruptive behaviour problems. Administration and Policy in Mental Health and Mental Health Services Research 2009; 36:1–12.Google Scholar
Garland, AF, Brookman-Frazee, L, Hurlburt, MS, et al. Mental health care for children with disruptive behavior problems: A view inside therapists’ offices. Psychiatric Services 2010; 61:788–95.Google Scholar
Gawrilow, C, Morgenroth, K, Schultz, R, et al. Mental contrasting with implementation intentions enhances self-regulation of goal pursuit in schoolchildren at risk for ADHD. Motivation and Emotion 2013; 37:134–45.Google Scholar
Hoza, B, Waschbusch, DA, Owens, JS, et al. Academic task persistence of normally achieving ADHD and control boys: Self-evaluations, and attributions. Journal of Consulting and Clinical Psychology 2001; 69:271.Google Scholar
Nyman, A, Taskinen, T, Grönroos, M, et al. Elements of working memory as predictors of goal-setting skills in children with attention-deficit/hyperactivity disorder. Journal of Learning Disabilities 2010; 43:553–62.Google Scholar
Edwards, G, Barkley, RA, Laneri, M, et al. Parent-adolescent conflict in teenagers with ADHD and ODD. Journal of Abnormal Child Psychology 2001; 29:557–72.Google Scholar
Barkley, RA, Robin, AL. Defiant Teens: A Clinician’s Manual for Assessment and Family Intervention. New York: Guilford Press, 2014.Google Scholar
Gollwitzer, PM. Implementation intentions: Strong effects of simple plans. American Psychologist 1999; 54:493–503.Google Scholar
Ramsay, JR. ‘Turning intentions into actions’ CBT for adult ADHD focused on implementation. Clinical Case Studies 2016; 15:179–97.Google Scholar
Barkley, RA. Adverse events associated with behavior management training for families experiencing parent–ADHD teen conflict. ADHD Report 2018; 26:1–5.Google Scholar
Barkley, RA. Focus on the side effects of psychosocial treatments for children and teens with ADHD: A special issue. ADHD Report 2018; 26:1–4.Google Scholar
Connors, GJ, Donovan, DM, DiClemente, CC. Substance Abuse and the Stages of Change: Selecting and Planning Interventions. New York: Guilford Press, 2001.Google Scholar
Weisz, JR, Ugueto, AM, Cheron, DM, et al. Evidence-based youth psychotherapy in the mental health ecosystem. Journal of Clinical Child and Adolescent Psychology 2013; 42:274–86.CrossRefGoogle ScholarPubMed
Sibley, MH, Graziano, PA, Bickman, L, et al. Implementing parent-teen motivational interviewing plus behavior therapy for ADHD in community mental health. Prevention Science 2020; 26:1–11.Google Scholar
Schwalbe, CS, Oh, HY, Zweben, A. Sustaining motivational interviewing: A meta‐analysis of training studies. Addiction 2014; 109:1287–94.Google Scholar
Arnett, JJ. Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist 2000; 55:469–80.Google Scholar
Swanson, JM, Arnold, LE, Molina, BS, et al. Young adult outcomes in the follow‐up of the multimodal treatment study of attention‐deficit/hyperactivity disorder: Symptom persistence, source discrepancy, and height suppression. Journal of Child Psychology and Psychiatry 2017; 58:663–78.Google Scholar
Howard, AL, Strickland, N, Murray, DW, et al. Progression of impairment in adolescents with ADHD through the transition out of high school: Contributions of parent involvement and college attendance. Journal of Abnormal Psychology 2016; 125:233–47.CrossRefGoogle ScholarPubMed
Schulenberg, JE, Sameroff, AJ, Cicchetti, D. The transition to adulthood as a critical juncture in the course of psychopathology and mental health. Development and Psychopathology 2004; 16:799–806.Google Scholar
McCarthy, S, Asherson, P, Coghill, D, et al. Attention-deficit hyperactivity disorder: Treatment discontinuation in adolescents and young adults. British Journal of Psychiatry 2009; 194:273–77.Google Scholar
Turgay, A, Goodman, DW, Asherson, P, et al. Lifespan persistence of ADHD: The life transition model and its application. Journal of Clinical Psychiatry 2009; 73:192–201.Google Scholar
LaCount, PA, Hartung, CM, Canu, WH, et al. Interventions for transitioning adolescents with ADHD to emerging adulthood: Developmental context and empirically-supported treatment principles. Evidence-Based Practice in Child and Adolescent Mental Health 2019; 4(2):170–86.Google Scholar
Newacheck, PW, Park, MJ, Brindis, CB, et al. Trends in private and public health insurance for adolescents. Journal of the American Medical Association 2004; 291:1231–7.Google Scholar
White, PH. Access to health care: Health insurance considerations for young adults with special health care needs/disabilities. Pediatrics 2002; 110:1328–35.Google Scholar
Nigg, JT. Attention-deficit/hyperactivity disorder and adverse health outcomes. Clinical Psychology Review 2013; 33:215–28.Google Scholar
Gordon, M, Lewandowski, LJ, Lovett, BJ. Assessment and management of ADHD in educational and workplace settings in the context of ADA accommodations. In: Barkley, RA (ed.), Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 4th ed. New York: Guilford Press, 2014.Google Scholar
Bussing, R, Zima, BT, Mason, DM, et al. Receiving treatment for attention-deficit hyperactivity disorder: Do the perspectives of adolescents matter? Journal of Adolescent Health 2011; 49:7–14.Google Scholar
Epstein, JN, Kelleher, KJ, Baum, R, et al. Variability in ADHD care in community-based pediatrics. Pediatrics 2014; 134:1136–43.Google Scholar
US Census Bureau. CPS ASEC Health Insurance Historical Tables, 2000–2015. Available at www.census.gov/topics/health/healthinsurance/data/tables.2017.html.Google Scholar
Accurso, EC, Taylor, RM, Garland, AF. Evidence-based practices addressed in community-based children’s mental health clinical supervision. Training and Education in Professional Psychology 2011; 5:88–96.Google Scholar
Southam-Gerow, MA, Chorpita, BF, Miller, LM, et al. Are children with anxiety disorders privately referred to a university clinic like those referred from the public mental health system? Administration and Policy in Mental Health and Mental Health Services Research 2008; 35:168–80.Google Scholar
Southam-Gerow, MA, Weisz, JR, Kendall, PC. Youth with anxiety disorders in research and service clinics: Examining client differences and similarities. Journal of Clinical Child and Adolescent Psychology 2003; 32:375–85.Google Scholar
Sibley, MH, Graziano, PA, Bickman, L, et al. Implementing parent-teen motivational interviewing plus behavior therapy for ADHD in community mental health. Prevention Science 2020; 26:1–11.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×