Symposia
ADHD - Child
Joyce Lui, Ph.D.
Assistant Research Professor
University of Maryland- College Park
College Park, Maryland
Nicholas P. Marsh, BA
Clinical Psychology PhD Student
University of Maryland - College Park
College Park, Maryland
Melissa R. Dvorsky, Ph.D.
Assistant Professor
Children’s National Health System
Washington, District of Columbia
Lauren E. Oddo, MS
Doctoral Candidate
University of Maryland, College Park
College Park, Maryland
Anna Garner, MA
Program Coordinator
University of Maryland, College Park
College Park, Maryland
Zuali Malsawma, MLS
NRC Director
CHADD
Lanham, Maryland
Andrea M. Chronis-Tuscano, Ph.D
Professor
UMD
College Park, MD
Introduction: The COVID-19 pandemic has disproportionately impacted the academic functioning and daily activities of youth with ADHD (Rosenthal et al., 2021). Youth and their caregivers are in need of accessible, engaging, and digestible evidence-based skills and strategies. We developed TOOLS (Teaching Online Organizational and Virtual Learning Skills), a series of 11 free, brief, animated videos with downloadable handouts describing evidence-based behavioral and organizational strategies aimed to support youth with ADHD. TOOLS were disseminated broadly to caregivers and other adults who support youth with ADHD. The current study describes the development of TOOLS as well as the reach, utility, and usage of the content.
Methods: Video and downloadable handouts were developed in English, Spanish, and Mandarin. TOOLS was launched on the Children and Adults with ADHD (CHADD) website (https://chadd.org/stroud-umdadhdtools/) on October 2021 and advertised via multiple outlets including listservs, community groups, social media, and professional networks. Google analytic metrics assessed the reach and engagement with TOOLS. In addition, caregiver and teen viewers were invited to participate in an online survey in English at baseline and 1 month after viewing to rate utility and usage and to provide qualitative feedback about TOOLS.
Results: Google analytics revealed that between October 1, 2021, to February 28, 2022, 9,934 individuals viewed the TOOLS webpage (96.9% in English). Overall, 5,445 individuals clicked on the videos and 3,141 individuals clicked on the downloadable handouts. The top three most viewed content were: Behavioral Activation, Using a Calendar System, and Managing Emotions. Of these viewers, 46 completed the baseline survey to date (80.4% female, 73.9% White). Participants on average rated the videos as helpful (M= 3.14/4) and rated a high likelihood of using the skills described in the videos (M = 3.17/4). Preliminary qualitative feedback indicated that participants liked the brief format of the videos and found the content easy to understand. Target data collection of 100 baseline and 100 1-month follow-up surveys is anticipated by summer of 2022. Additional exemplar themes from qualitative responses will be presented.
Conclusion: We will discuss challenges and lessons learned from creating and disseminating animated videos of evidence-based strategies to parents and youth with ADHD, in the hopes that this information will be helpful to further researchers and clinicians in their dissemination efforts.