Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study. Issue 2 (14th February 2023)

• Record Type: Journal Article
• Authors: Russell, Abigail Emma; Dunn, Barney; Hayes, Rachel; Moore, Darren; Kidger, Judi; Sonuga-Barke, Edmund; Pfiffner, Linda; Ford, Tamsin
• Is Part Of: BMJ open. Volume 13:Issue 2(2023)
• Publication Date: 2023-02-14
• Subjects: developmental neurology & neurodisability -- community child health -- child & adolescent psychiatry; Medicine -- Research -- Periodicals; 610.72
• DOI: 10.1136/bmjopen-2022-065176
• Languages: English
• ISSNs: 2044-6055

Abstract

Abstract : Introduction: Attention deficit/hyperactivity disorder (ADHD) is a prevalent and impairing cluster of traits affecting 2%–5% of children. These children are at risk of negative health, social and educational outcomes and often experience severe difficulties at school, so effective psychosocial interventions are needed. There is mixed evidence for existing school-based interventions for ADHD, which are complex and resource-intensive, contradicting teachers' preferences for short, flexible strategies that suit a range of ADHD-related classroom-based problems. They are also poorly evaluated. In this study, a prototype intervention comprising a digital 'toolkit' of behavioural strategies will be tested and refined. We aim to refine the prototype so that its use is feasible and acceptable within school settings, and to establish whether a future definitive, appropriately powered, trial of effectiveness is feasible. This novel iterative study aims to pre-emptively address implementation and evaluation challenges that have hampered previous randomised controlled trials of non-pharmacological interventions. Methods and analysis: A randomised iterative mixed-methods case-series design will be used. Schools will be randomised to the time (school term) they implement the toolkit. Eight primary schools and 16–32 children with impairing traits of ADHD will participate, along with school staff and parents. The toolkit will be refined after each term, or more frequently if needed. Small, theory-based and data driven changes hypothesised as relevant across school contexts will be made, as well as reactive changes addressing implementation barriers. Feasibility and acceptability will be assessed through quantitative and qualitative data collection and analyses in relation to study continuation criteria, and ADHD symptoms and classroom functioning will be tracked and visually evaluated to assess whether there are early indications of toolkit utility. Ethics and dissemination: Ethical approval has been obtained. Results will be presented in journal articles, conferences and through varied forms of media to reach policymakers, stakeholders and the public.