Category: ADHD - Child

PS3- #A6 - Impact of Adolescents' Time Management and Parent-Adolescent Communication on ADHD Symptom Severity

Friday, Nov 17
11:00 AM – 12:00 PM
Location: Indigo Ballroom CDGH, Level 2, Indigo Level

Keywords: ADHD - Child / Adolescent | Child Externalizing | Treatment Development

The literature attests to the importance of routines for child and adolescent development. This is especially true for those with self-regulation difficulties, as the presence of routines creates a predictable, structured environment for youth (Koblinsky et al., 2006). During adolescence, self-regulatory skills are necessary for gaining autonomy and independent functioning. By nature of the diagnosis, adolescents with ADHD typically experience difficulties with self-regulation, including time management, efficient task completion, and emotion-regulation (Wolf & Wasserstein, 2001). Adolescents’ poor self-regulation is a common source of frustration for parents, and often leads to conflict (Fletcher et al., 1996). Kamdradt et al., (2014), found that poor time management and emotion-regulation significantly predicted increased inattention in adults. However, few studies have examined whether increased time management and positive family communication is associated with fewer symptoms of inattention, hyperactivity/impulsivity, learning problems, executive functioning, and peer relations in adolescents. The purpose of the current study was to examine the association between adolescents’ time management and parent-adolescent communication as predictors of ADHD symptoms. A sample of 226 caregivers completed the Conflict Behavior Questionnaire (CBQ-20; Robin et al., 1987), a time management scale developed for purposes of the current investigation, and the Conners-3 Parent Report (Conners, 1997), regarding their adolescent. Multiple regression analyses testing main effects of time management and communication were run on parent ratings of the Conners-3 behavior scales, including: Inattention, Hyperactivity/ Impulsivity, Learning Problems, Executive Functioning, Aggression, and Peer Relations. While controlling for gender, two significant models emerged. Specifically, greater time management and positive family communication were associated with low levels of inattention (F(2,188)=12.424, p < .001), with an R2 of .165. Similarly, greater time management and positive family communication were associated with low levels of executive functioning deficits (F(2,188)=23.817, p < .001), with an R2 of .275. Although the remaining models were non-significant, higher ratings of either time management or communication were associated with lower impulsivity, learning problems, peer relations, and aggression. Thus, the incorporation of time management and communication skills training in therapy, for youth with poor self-regulation, may be beneficial. Future research should focus on evaluating whether the results are consistent in a verified clinical sample of youth with ADHD.

Ryan N. Cummins

Graduate Student
Louisiana State University
Baton Rouge, Louisiana

Jennifer Piscitello

Graduate Student
Louisiana State University

Mary Lou Kelley

Director of Clinical Training
Louisiana State University