Sampada Bhide1,2, Emma Sciberras1,2,3,4, Vicki Anderson1,2,3, Philip Hazell5, Jan M Nicholson1,6. 1. 1 Murdoch Childrens Research Institute, Melbourne, Australia. 2. 2 University of Melbourne, Australia. 3. 3 The Royal Childrens Hospital, Melbourne, Australia. 4. 4 Deakin University, Melbourne, Australia. 5. 5 University of Sydney, Australia. 6. 6 La Trobe University, Melbourne, Australia.
Abstract
OBJECTIVE: In a community-based study, we examined parenting style and its relationship to functioning in 6- to 8-year-old children ( n = 391; 66.2% male) with ADHD ( n = 179), compared with non-ADHD controls ( n = 212). METHOD: Parenting style was assessed using parent-reported (93.5% female) measures of warmth, consistency, and anger. Child socio-emotional and academic functioning was measured via parent- and teacher-reported scales, and direct academic assessment. RESULTS: Parents reported less consistency and more anger in the ADHD group compared with non-ADHD controls, with no differences in warmth. Parenting warmth, consistency, and anger were associated with parent-reported aspects of socio-emotional functioning for children with ADHD and non-ADHD controls, after adjusting for socio-demographic variables, externalizing comorbidities, and ADHD symptom severity. Parenting style was no longer related to academic functioning and most teacher-reported outcomes after adjustment. CONCLUSION: Generic parenting interventions that promote warm, consistent, and calm parenting may help alleviate socio-emotional impairments in children with ADHD.
OBJECTIVE: In a community-based study, we examined parenting style and its relationship to functioning in 6- to 8-year-old children ( n = 391; 66.2% male) with ADHD ( n = 179), compared with non-ADHD controls ( n = 212). METHOD: Parenting style was assessed using parent-reported (93.5% female) measures of warmth, consistency, and anger. Child socio-emotional and academic functioning was measured via parent- and teacher-reported scales, and direct academic assessment. RESULTS: Parents reported less consistency and more anger in the ADHD group compared with non-ADHD controls, with no differences in warmth. Parenting warmth, consistency, and anger were associated with parent-reported aspects of socio-emotional functioning for children with ADHD and non-ADHD controls, after adjusting for socio-demographic variables, externalizing comorbidities, and ADHD symptom severity. Parenting style was no longer related to academic functioning and most teacher-reported outcomes after adjustment. CONCLUSION: Generic parenting interventions that promote warm, consistent, and calm parenting may help alleviate socio-emotional impairments in children with ADHD.
Entities:
Keywords:
ADHD; community sample; functional impairment; parenting; school-age children
Authors: Brittany R Alperin; Christiana J Smith; Hanna C Gustafsson; McKenzie T Figuracion; Sarah L Karalunas Journal: J Psychiatr Res Date: 2019-06-18 Impact factor: 4.791