Category: ADHD - Child

Symposium

Development and Open Trial of a Depression Preventive Intervention for Adolescents With ADHD

Friday, November 17
12:00 PM - 1:30 PM
Location: Sapphire Ballroom K & L, Level 4, Sapphire Level

Keywords: ADHD - Child / Adolescent | Depression | Prevention
Presentation Type: Symposium

Despite the progress made identifying ADHD as a risk factor for depression, targeted depression prevention efforts have not yet been developed or implemented for adolescents with ADHD. To address this gap, we developed a novel depression prevention program that targeted the variables that have been identified as mediators of the relationship between ADHD and depression (i.e., emotion regulation, reward responsivity, and family support). Within this presentation we will: (1) describe the Behaviorally Enhancing Adolescents’ Mood program (BEAM), (2) present data on the feasibility and acceptability of BEAM, (3) present results on changes in depressive symptoms, emotion regulation, reward responsivity, and family support after BEAM, and (4) discuss recent progress implementing BEAM in a school mental health setting.


The sample consisted of 8 parent-adolescent dyads with adolescents ranging in age from 12 to 16 years old (M=13.00 SD=1.31). A majority of the sample was Hispanic, white, and male (75%, 87.5%, and 75%, respectively). Research questions were tested using both quantitative and qualitative methods. Outcome trends were evaluated using paired samples t-tests and reliable change indices. Semi-structured interviews were coded and analyzed using NVivo10.


Findings from the open trial of BEAM provide strong preliminary support for the feasibility of BEAM, as 100% of families attended all treatment sessions. Group-level analyses indicated significant pre to post changes in depressive symptoms, emotion regulation, and reward responsivity. A majority of participants displayed pre to post improvements in depressive symptoms and emotion regulation. Qualitative analyses indicated parents and adolescents were highly satisfied with BEAM and used skills following completion of BEAM.


Currently, BEAM is being modified for its implementation in a predominantly African-American public high school in Baltimore. Information regarding intervention modifications for the school setting as well as training, feasibility, and acceptability among students and staff will be included in this presentation.

Michael C. Meinzer

Postdoctoral Fellow
University of Maryland

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