Symposia
ADHD - Child
Linda J. Pfiffner, Ph.D.
Professor
University of California San Francisco
San Francisco, California
Melissa R. Dvorsky, Ph.D.
Assistant Professor
Children’s National Health System
Washington, District of Columbia
Elizabeth Hawkey, PhD
Postdoctoral Fellow
University of California, San Francisco
San Francisco, California
Lauren M. Haack, Ph.D.
Associate Professor
University of California San Francisco
San Francisco, California
Sara Chung, PhD
Postdoctoral Fellow
University of California, San Francisco
San Francisco, California
Liz Owens, PhD
Professor of Psychiatry
University of California, San Francisco
San Francisco, California
Aya Williams, PhD
Postdoctoral Fellow
University of California, San Francisco
San Francisco, California
Emma Huston, BS
Research Assistant
University of California, San Francisco
San Francisco, California
Jasmine Lai, BS
Research Assistant
University of California, San Francisco
San Francisco, California
Introduction: Behavioral parent training (BPT) is a well-established treatment for ADHD, but short-term gains often lack generalizability and sustainability (Chacko et al., 2016). Parental adherence contributes to these limited effects (Rooney et al., 2018; Dvorsky et al., 2020). A number of barriers can impede parent adherence including a lack of skill competence, interfering executive functioning processes, and low motivation/negative attitudes (Chacko et al., 2013; Johnston et al., 2010). This submission will present findings from the development and preliminary testing of a novel and scalable digital tool to augment group-based BPT and address barriers of parent adherence in daily life contexts. The digital platform includes content and features (e.g., skills library, interactive troubleshooting, personalized parent/child daily goals, automated progress monitoring, gamification, digital rewards, notifications) to promote parents’ utilization of BPT parenting skills.
Methods: Using an iterative process and user-centered design, we gathered initial input about content and design features using a visual prototype from key stakeholders at two timepoints via 1-hour focus interviews and usability ratings. Key stakeholders included parents (N=12) who completed a school-based BPT group, children (N=8) of parents who completed BPT, and school mental health providers (N=5) who previously led the groups. Extended formative usability testing evaluates tool use among parents and their children in 2 open trials: one with parents (N=6) who have completed BPT and their children, and a second with parents (N=6) and children while receiving BPT at their school.
Results and
Discussion: Key themes were identified for enhancing tool features and design based on Rapid Qualitative Analyses (Hamilton & Finley, 2019) of transcribed recorded focus interviews and usability ratings. This feedback informed a revised version of the tool which is currently being evaluated via extended usability trials. Qualitative interviews and quantitative measures from these trials will assess usability, feasibility, and acceptability. Quantitative measures of parent barriers, skill use, and child behaviors will inform refinements of the tool prior to further testing. Results of the usability testing will be available by the time of the conference. Our discussion will focus on successes and challenges in translating stakeholder feedback to a usable design and product to inform future efforts leveraging technology to augment psychosocial treatments.