Recent Attitudes toward ADHD in the Broader Community: A Systematic Review.

Objective: This review aimed to understand the broader community's attitudes toward ADHD, which could facilitate public health interventions to improve outcomes for individuals with ADHD.

Methods: A standardized protocol identified peer-reviewed studies focusing on attitudes of broader community samples, published from January 2014 to February 2020 (inclusive).

Results: A total of 1,318 articles were screened and 10 studies were included, examining attitudes of broader community samples from Australia, Sweden, Germany, Finland, Korea, Indonesia, and the United States.

Examining the Educational Gap for Children with ADHD and Subthreshold ADHD.

Objective: The present study examined the impact of Attention Deficit Hyperactivity Disorder (ADHD) on core educational outcomes in two large community cohorts of Australian school children.

Method: Academic (reading and numeracy) and non-academic (school engagement, attendance, peer victimization, and parental expectations) outcomes were compared between children with ADHD, subthreshold ADHD, and controls when children were in grade 5 (M age = 10.5).

A Randomized Trial of Baby Triple P for Preterm Infants: Child Outcomes at 2 Years of Corrected Age.

Objective: To determine the efficacy of a hospital-based intervention that transitions into existing community support, in enhancing developmental outcomes at 2 years of corrected age in infants born at less than 32 weeks.

Study Design: In total, 323 families of 384 infants born <32 weeks were randomized to receive intervention or care-as-usual. The intervention teaches parents coping skills, partner support, and effective parenting strategies over 4 hospital-based and 4 home-phone sessions.

PREDICTING ATTENDANCE OF A PREVENTIVE PARENTING INTERVENTION FOR VERY PRETERM INFANTS.

Preventive parenting interventions can experience challenges in maximizing dosage, or the amount of intervention received by parents. This study examined the associations of baseline mother, father, and very preterm infant (VPT; <32 weeks) characteristics with satisfactory intervention attendance of the family within a randomized controlled trial of Baby Triple P for Preterm Infants (Colditz et al., 2015).

Depression, posttraumatic stress and relationship distress in parents of very preterm infants.

To determine the prevalence, associated factors, and relationships between symptoms of depression, symptoms of posttraumatic stress (PTS), and relationship distress in mothers and fathers of very preterm (VPT) infants (< 32 weeks). Mothers (n = 323) and fathers (n = 237) completed self-report measures on demographic and outcome variables at 38 days (SD = 23.1, range 9-116) postpartum while their infants were still hospitalised.

Prem Baby Triple P: a randomised controlled trial of enhanced parenting capacity to improve developmental outcomes in preterm infants.

Background: Very preterm birth (<32 weeks gestation) is associated with motor, cognitive, behavioural and educational problems in children and maternal depression and withdrawal. Early interventions that target parenting have the greatest potential to create sustained effects on child development and parental psychopathology. Triple P (Positive Parenting Program) has shown positive effects on child behaviour and adjustment, parenting practices and family functioning.

The Knowledge of Effective Parenting Scale (KEPS): a tool for public health approaches to universal parenting programs.

Improving the knowledge, skills, and confidence of parents is often the aim of parenting-focused public health strategies and parenting programs, yet research on parental knowledge is limited compared with research on other parenting variables. In this study, a nonclinical sample of 62 parents of children aged 2-3 years was assessed for knowledge of child development processes and milestones [using the Knowledge of Infant Development Inventory (KIDI)] and knowledge of effective parenting strategies [using the Knowledge of Effective Parenting Scale (KEPS)], along with self-reported measures of parenting dysfunction and nurturance, parental confidence, parental affective state, and problematic child behavior. Additionally, in-home observations of parent-child interactions were conducted with dependent measures of aversive and non-aversive parent behavior, a composite measure of parenting competence, and aversive child behavior.