Skip to main content

Advertisement

SpringerLink
Log in

Parent Management of Organization, Time Management, and Planning Deficits among Adolescents with ADHD

  • Published:
Journal of Psychopathology and Behavioral Assessment Aims and scope Submit manuscript

An Erratum to this article was published on 14 October 2015

Abstract

Organization, Time Management, and Planning (OTP) problems are a key mechanism of academic failure for adolescents with ADHD. Parents may be well positioned to promote remediation of these deficits; yet, almost nothing is known about OTP management behaviors among parents of middle and high school students with ADHD. In a sample of 299 well-diagnosed adolescents with ADHD, a measure of parental OTP management was psychometrically validated. Latent Class Analysis was conducted to detect distinct patterns of parental OTP management and yielded four unique classes: Parental Control (18.7 %), Parent-Teen Collaboration (20.4 %), Homework Assistance (20.4 %), and Uninvolved (40.5 %). Logistic Regression analyses indicated that maladaptive parental OTP strategies were related to higher levels of parent and adolescent psychopathology. Parental OTP management did not relate to current adolescent OTP skills or GPA, indicating that parents did not select OTP management strategies in immediate response to adolescent functioning. Implications for parent-directed intervention are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Classification confidence was high with all classification probabilities in the LCA exceeding 95 %.

References

  • Abikoff, H., Nissley-Tsiopinis, J., Gallagher, R., Zambenedetti, M., Seyffert, M., Boorady, R., & McCarthy, J. (2009). Effects of MPH-OROS on the organizational, time management, and planning behaviors of children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 48, 166–175.

  • Achenbach, T. M. (1991). Manual for the youth self-report and 1991 profile. Burlington: Department of Psychiatry, University of Vermont.

    Google Scholar 

  • Achenbach, T. M. (2009). The Achenbach System of Empirically Based Assessemnt (ASEBA): Development, Findings, Theory, and Applications. Burlington, VT: University of Vermont Research Center for Children, Youth, & Families.

  • Adler, L. A., Spencer, T., Faraone, S. V., Kessler, R. C., Howes, M. J., Biederman, J., & Secnik, K. (2006). Validity of pilot adult ADHD self-report scale (ASRS) to rate adult ADHD symptoms. Annals of Clinical Psychiatry, 18, 145–148.

    Article  PubMed  Google Scholar 

  • Barbaresi, W., Katusic, S., Colligan, R., Weaver, A., & Jacobsen, S. (2007). Long-term school outcomes for children with attention-deficit/hyperactivity disorder: a population-based perspective. Journal of Developmental and Behavioral Pediatrics, 28, 265–273.

    Article  PubMed  Google Scholar 

  • Barkley, R. A., Edwards, G., Laneri, M., Fletcher, K., & Metevia, L. (2001). Executive functioning, temporal discounting, and sense of time in adolescents with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Journal of Abnormal Child Psychology, 29, 541–556.

    Article  PubMed  Google Scholar 

  • Barkley, R., Fischer, M., Smallish, L., & Fletcher, K. (2002). The persistence of attention deficit hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. Journal of Abnormal Psychology, 111, 279–289.

    Article  PubMed  Google Scholar 

  • Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological), 57, 289–300.

    Google Scholar 

  • Benner, A. D., & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80, 356–376.

    Article  PubMed  Google Scholar 

  • Bird, H. R., Gould, M. S., & Staghezza, B. (1992). Aggregating data from multiple informants in child psychiatry epidemiological research. Journal of the American Academy of Child & Adolescent Psychiatry, 31(1), 78–85.

  • Brannan, A. M., Heflinger, C. A., & Bickman, L. (1997). The caregiver strain questionnaire measuring the impact on the family of living with a child with serious emotional disturbance. Journal of Emotional and Behavioral Disorders, 5, 212–222.

    Article  Google Scholar 

  • Burke, J. D., Pardini, D. A., & Loeber, R. (2008). Reciprocal relationships between parenting behavior and disruptive psychopathology from childhood through adolescence. Journal of Abnormal Child Psychology, 36, 679–692.

    Article  PubMed  PubMed Central  Google Scholar 

  • Chronis, A. M., Lahey, B. B., Pelham Jr., W. E., Kipp, H. L., Baumann, B. L., & Lee, S. S. (2003). Psychopathology and substance abuse in parents of young children with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 1424–1432.

    Article  PubMed  Google Scholar 

  • Collins, L. M., & Lanza, S. T. (2010). Latent class & latent transition analysis: With applications in the social, behavioral, & health sciences. Hoboken: Wiley.

    Google Scholar 

  • Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 7, 1–9.

    Google Scholar 

  • Darling, N. (1999). Parenting style and its correlates. ERIC Digest.

  • Derogatis, L. R. (1996). SCL-90-R: Symptom Checklist-90-R: Administration, scoring, and procedures manual. Minneapolis: NCS Pearson.

    Google Scholar 

  • Derogatis, L. R., & Cleary, P. A. (1977). Confirmation of the dimensional structure of the SCL-90: a study in construct validation. Journal of Clinical Psychology, 33, 981–989.

    Article  Google Scholar 

  • Eccles, J. (2004). Schools, academic motivation, and stage-environment fit. In R. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., ). Hoboken: Wiley.

    Google Scholar 

  • Eccles, J., & Harold, R. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94, 568–587.

    Google Scholar 

  • Escobar, J. I., Rubio-Stipec, M., Canino, G., & Karno, M. (1989). Somatic symptom index (SSI): a new and abridged somatization construct: prevalence and epidemiological correlates in two large community samples. The Journal of Nervous and Mental Disease, 177, 140–146.

    Article  PubMed  Google Scholar 

  • Evans, S. W., Serpell, Z. N., Schultz, B. K., & Pastor, D. A. (2007). Cumulative benefits of secondary school-based treatment of students with attention deficit hyperactivity disorder. School Psychology Review, 36, 256–273.

    Google Scholar 

  • Evans, S. W., Schultz, B. K., Demars, C. E., & Davis, H. (2011). Effectiveness of the challenging horizons program for young adolescents with ADHD. Behavior Therapy, 42, 462–474.

    Article  PubMed  PubMed Central  Google Scholar 

  • Fabiano, G. A., Pelham, Jr, W. E., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., ... & Burrows-MacLean, L. (2006). A practical measure of impairment: psychometric properties of the impairment rating scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369–385.

  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: a meta-analysis. Educational Psychology Review, 13, 1–22.

    Article  Google Scholar 

  • Fröjd, S. A., Nissinen, E. S., Pelkonen, M. U., Marttunen, M. J., Koivisto, A. M., & Kaltiala-Heino, R. (2008). Depression and school performance in middle adolescent boys and girls. Journal of Adolescence, 31, 485–498.

    Article  PubMed  Google Scholar 

  • Hill, N., & Tyson, D. (2009). Parental involvement in middle school: a meta-analytic assessment of strategies that promote achievement. Developmental Psychology, 45, 740–763.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B. ,... & Wigal, T. (2000). Family processes and treatment outcome in the MTA: negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28, 555–568.

  • Huber, P. J. (1967). The behavior of maximum likelihood estimates under nonstandard conditions. In Proceedings of the Fifth Berkeley Symposium on Mathematical Statistics and Probability. Berkeley, University of California Press, vol. 1, 221–233.

  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement a meta-analysis. Urban Education, 42, 82–110.

    Article  Google Scholar 

  • Johnston, C., & Mash, E. J. (2001). Families of children with attention-deficit/hyperactivity disorder: review and recommendations for future research. Clinical Child and Family Psychology Review, 4, 183–207.

    Article  PubMed  Google Scholar 

  • Kazdin, A. E. (2001). Behavior modification in applied settings (6th ed., ). Belmont: Wadsworth/Thomson Learning.

    Google Scholar 

  • Kent, K. M., Pelham, W. E., Molina, B. S. G., Sibley, M. H., Waschbusch, D. A., Yu, J., Gnagy, E. M., Biswas, A., Babinski, D. E., & Karch, K. M. (2011). The academic experience of male high school students with ADHD. Journal of Abnormal Child Psychology, 39, 451–462.

    Article  PubMed  PubMed Central  Google Scholar 

  • Kuriyan, A. B., Pelham, W. E., Molina, B. S. G., Daniel, W. A., Gnagy, E. M., Sibley, M. H., et al. (2013). Young adult educational and vocational outcomes of children diagnosed with ADHD. Journal of Abnormal Child Psychology, 41, 27–41.

    Article  PubMed  PubMed Central  Google Scholar 

  • Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the homework, organization, and planning skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers. School Psychology Review, 41, 342–364.

    PubMed  PubMed Central  Google Scholar 

  • Langberg, J. M., Dvorsky, M. R., & Evans, S. W. (2013). What specific facets of executive function are associated with academic functioning in youth with attention-deficit/hyperactivity disorder? Journal of Abnormal Child Psychology, 41, 1145–1162.

    Article  PubMed  PubMed Central  Google Scholar 

  • Mannuzza, S., Klein, R. G., & Moulton III, J. L. (2008). Lifetime criminality among boys with attention deficit hyperactivity disorder: a prospective follow-up study into adulthood using official arrest records. Psychiatry Research, 160, 237–246.

    Article  PubMed  PubMed Central  Google Scholar 

  • McCutcheon, A. L. (Ed.). (1987). Latent class analysis (no. 64). Thousand Oaks: Sage.

    Google Scholar 

  • Milich, R., Balentine, A. C., & Lynam, D. R. (2001). ADHD combined type and ADHD predominantly inattentive type are distinct and unrelated disorders. Clinical Psychology: Science and Practice, 8, 463–488.

    Google Scholar 

  • Molina, B. S. G., Pelham, W. E., Cheong, J., Marshal, M. P., Gnagy, E. M., & Curran, P. J. (2012). Childhood ADHD and growth in adolescent alcohol use: the roles of functional impairments, ADHD symptom persistence, and parental knowledge. Journal of Abnormal Psychology, 121, 922–935.

    Article  PubMed  PubMed Central  Google Scholar 

  • Murray, C., & Johnston, C. (2006). Parenting in mothers with and without attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 115, 52.

    Article  PubMed  Google Scholar 

  • Múthen, L.K & Múthen, B.O. (1998–2010). Mplus: Statistical analysis with latent variables. Los Angeles: Múthen & Múthen.

  • Nigg, J., Blaskey, L., Stawicki, J. A., & Sachek, J. (2004). Evaluating the endophenotype model of ADHD neuropsychological deficit: results for parents and siblings of children with ADHD combined and inattentive subtypes. Journal of Abnormal Psychology, 113, 614.

    Article  PubMed  Google Scholar 

  • Pelham, W., Gnagy, E., Greenslade, K., & Milich, R. (1992). Teacher ratings of DSM-III–R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449–476.

    Article  PubMed  Google Scholar 

  • Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: more is not always better. Review of Educational Research, 77, 373–410.

    Article  Google Scholar 

  • Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children’s learning: comparing parents of children with and without attention-deficit/hyperactivity disorder (ADHD). Journal of School Psychology, 47, 167–185.

    Article  PubMed  Google Scholar 

  • Rogers, M., Hwang, H., Toplak, M., Weiss, M., & Tannock, R. (2011). Inattention, working memory, and academic achievement in adolescents referred for attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 17, 444–458.

    Article  PubMed  Google Scholar 

  • Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M., & Schwab-Stone, M. (2000). NIMH diagnostic interview schedule for children version IV (NIMH DISC-IV): description, differences from pervious versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28–38.

    Article  PubMed  Google Scholar 

  • Sibley, M. H., Pelham, W. E., Molina, B. S. G., Gnagy, E. M., Waschbusch, D. A., Garefino, A., Kuriyan, A. B., Babinski, D. E., & Karch, K. M. (2012). Diagnosing ADHD in adolescence. Journal of Consulting and Clinical Psychology, 80, 139–150.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sibley, M. H., Pelham, W. E., Derefinko, K. D., Kuriyan, A. B., Sanchez, F., & Graziano, P. A. (2013). A pilot trial of supporting teens’ academic needs daily (STAND): a parent-adolescent collaborative intervention for ADHD. Journal of Psychopathology and Behavioral Assessment, 35, 436–449.

    Article  Google Scholar 

  • Sibley, M.H., Altszuler, A.R., Morrow, A.S., & Merrill, B.M. (2014a). Mapping the academic problem behaviors of adolescents with ADHD. School Psychology Quarterly, 29, 422–437.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sibley, M. H., Altszuler, A. R., Ross, J. M., Sanchez, F., Pelham, W. E., & Gnagy, E. M. (2014b). A group-based parent-teen collaborative intervention for high school students with ADHD. Cognitive and Behavioral Practice, 21, 32–42.

    Article  Google Scholar 

  • Sibley, M. H., Kuriyan, A. B., Evans, S. W., Waxmonsky, J. G., & Smith, B. H. (2014c). Pharmacological and psychosocial treatments for ADHD in adolescents: an updated systematic review of the literature. Clinical Psychology Review, 34, 218–232.

  • Sibley, M. H., Graziano, P. A., Kuriyan, A. B., Coxe, S., & Pelham, W. E. (2015a). Parent-teen behavior therapy + motivational interviewing for adolescents with ADHD. In M. Sibley (Chair), Engaging Parents as a Mechanism of Youth Behavioral Change: Three Unique Interventions. Paper to be presented at the Biennial Meeting of the International Society for Research on Child and Adolescent Psychopathology, Portland, OR.

  • Sibley, M.H., Olson, S.A., Morley, C., & Pelham, W.E. (2015b). Are Consultation Models Appropriate for the School-Based Treatment of Adolescents with ADHD? In M. Sibley (Chair), Enhancing Adult Implementation of Behavioral Interventions for ADHD: Person-Level and Environmental Predictors. Paper to be presented at the Biennial Meeting of the International Society for Research on Child and Adolescent Psychopathology, Portland, OR.

  • Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266–1281.

    Article  PubMed  Google Scholar 

  • Unnever, J. D., Cullen, F. T., & Pratt, T. C. (2003). Parental management, ADHD, and delinquent involvement: reassessing Gottfredson and Hirschi’s general theory. Justice Quarterly, 20, 471–500.

    Article  Google Scholar 

  • Velicer, W. F., & Fava, J. L. (1998). Affects of variable and subject sampling on factor pattern recovery. Psychological Methods, 3, 231.

    Article  Google Scholar 

  • Wechsler, D. (2011a). Wechsler abbreviated scale of intelligence-II. San Antonio: Harcourt Assessment.

    Google Scholar 

  • Wechsler, D. (2011b). Wechsler individual achievement tests—III. San Antonio: Harcourt Assessment.

    Google Scholar 

  • White, H. (1980). A heteroskedasticity-consistent covariance matrix estimator and a direct test for heteroskedasticity. Econometrica, 48, 817–830.

    Article  Google Scholar 

Download references

Acknowledgments

This project was supported by R34 MH092466 from the National Institute of Mental Health and R324A120169 from the Institute of Education Sciences. Partial support was also provided by the Klingenstein Third Generation Foundation fellowship in ADHD awarded to the first author.

Conflict of Interest

Margaret H. Sibley, Mileini Campez, Analay Perez, Anne S. Morrow, Brittany M. Merrill, Amy R. Altszuler, Stefany Coxe, and Carlos E. Yeguez declare that they have no conflict of interest.

Experiment Participants

All procedures were approved by the Institutional Review Board and APA ethical standards were followed. Informed parental consent and youth assent was obtained for all study participants.

Author information

Authors and Affiliations

  1. Center for Children and Families, Florida International University, AHC 1 Room 146, 11200 SW 8th Street, Miami, FL, 33199, USA

    Margaret H. Sibley, Mileini Campez, Analay Perez, Anne S. Morrow, Brittany M. Merrill, Amy R. Altszuler & Stefany Coxe

  2. University of Michigan, Ann Arbor, MI, USA

    Carlos E. Yeguez

Authors
  1. Margaret H. Sibley
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mileini Campez
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Analay Perez
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Anne S. Morrow
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Brittany M. Merrill
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Amy R. Altszuler
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Stefany Coxe
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Carlos E. Yeguez
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Margaret H. Sibley.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Sibley, M.H., Campez, M., Perez, A. et al. Parent Management of Organization, Time Management, and Planning Deficits among Adolescents with ADHD. J Psychopathol Behav Assess 38, 216–228 (2016). https://doi.org/10.1007/s10862-015-9515-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10862-015-9515-9

Keywords

Search

Navigation