An Electronic Diary Study of Contextual Triggers and ADHD: Get Ready, Get Set, Get Mad

Autor/inn/en	Whalen, Carol K.; Henker, Barbara; Ishikawa, Sharon S.; Jamner, Larry D.; Floro, Joshua N.; Johnston, Joseph A.; Swindle, Ralph
Titel	An Electronic Diary Study of Contextual Triggers and ADHD: Get Ready, Get Set, Get Mad
Quelle	In: Journal of the American Academy of Child and Adolescent Psychiatry, 45 (2006) 2, S.166-174 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-8567
Schlagwörter	Journal Writing; Context Effect; Children; Drug Therapy; Comparative Analysis; Parent Attitudes; Emotional Response; Mothers; Symptoms (Individual Disorders); Negative Attitudes; Parent Child Relationship; Self Evaluation (Individuals); Child Behavior; Behavior Patterns; Behavior Problems; Stimulants; Hyperactivity; Diaries; Attention Deficit Disorders + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Child; Kind; Kinder; Elternverhalten; Emotionales Verhalten; Mother; Mutter; Psychiatrische Symptomatik; Negative Fixierung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Droge; Hyperaktivität; Diary; Tagebuch; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	Objective: This study was designed to examine context effects or provocation ecologies in the daily lives of children with ADHD. Method: Across 7 days, mothers and children (27 children with attention-deficit/hyperactivity disorder [ADHD] taking stimulant medication; 25 children without ADHD; ages 7-12 years) provided electronic diary reports every 30 [+ or -] 5 minutes during nonschool hours. Child and maternal perceptions of behaviors, moods, and interaction quality during preparatory and transitional ("getting ready") activities were compared with those during other activities. Results: Maternal reports revealed that child symptomatic behaviors and negative moods, maternal negative moods, and parent-child disagreement were elevated in the ADHD but not in the comparison group while getting ready versus other activities. Children's self-ratings also revealed situational effects, indicating that school-age children with ADHD can give meaningful self-reports using carefully structured electronic diaries. Conclusions: Even when children with ADHD are receiving stimulant pharmacotherapy, the preparatory tasks of daily living are especially challenging and linked disproportionately to child behavior problems, parent negative affect, and contentious interactions. Treatment targeted on these transitional hurdles may improve child behavior patterns and enhance parent-child relationships and family harmony. (Contains 2 figures and 1 table.) (Author).
Anmerkungen	Lippincott Williams & Wilkins. P.O. Box 1600, Hagerstown, MD 21741. Tel: 800-638-3030; Tel: 301-223-2300; Fax: 301-223-2400; Web site: http://www.lww.com/product/?0890-8567
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10