Document Type

Dissertation

Degree

Doctor of Nursing Practice

Major

Nursing

Date of Defense

7-15-2025

Graduate Advisor

Brittania Phillips, DNP, APRN, PMHNP-BC

Committee

Brittania Phillips, DNP, APRN, PMHNP-BC, Chairperson

Elise Schaller, DNP, MHA, APRN, CPNP-PC

Korei Skeen, MSN, APRN, PMHNP-BC

Abstract

Problem: Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects 11.4% of children in the United States. Patients diagnosed with ADHD struggle with focus, hyperactivity, and impulsivity, resulting in executive and emotional dysfunction, poor social skills and quality of relationships, and poor school performance.

The American Academy of Pediatrics guidelines recommend that school-age children diagnosed with ADHD should receive both medication management and behavioral management training (BMT) for the best treatment outcomes. Research over the last decade has found that combining social skills training (SST) with BMT results in even better outcomes for these patients. Less than half of pediatric patients diagnosed with ADHD receive any form of BMT. This is likely because BMT and SST programs are not readily available, have high costs to attend, may be difficult for patients to access due to schedule conflicts, or providers are not appropriately referring patients for these valuable resources.

Methods: This evidence-based practice (EBP) implementation project provided a 6-week training course for pediatric patients diagnosed with ADHD and their caregivers. The course utilized a validated EBP program for the BMT portion provided to caregivers, and an evidence-informed SST program provided to the patients. The goal of the project was to improve the caregiver-reported ADHD core symptoms, performance skills, and social skills of the patients. A prospective review was completed of two validated assessment tools that measured these symptoms, the NICHQ Vanderbilt Parent Informant assessment and the Social Skills Improvement System Parent Rating Scales, which were collected prior to and after the training was completed.

Results: 10 pediatric patients and 12 caregivers participated in the training program. 6 participants’ caregivers turned in the requested assessment forms before and after training. Although the ADHD core symptoms scores did not show statistically significant improvements, both the performance skills and the social skills scores showed statistically significant improvements after the training program. Caregivers also reported overall above average satisfaction with the training program.

Implications for Practice: Making BMT and SST training programs available for pediatric patients diagnosed with ADHD and their caregivers could improve treatment outcomes for these patients when combined with medication management.

Download

Share

COinS