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Completed

NCT Number: NCT05726812

Plan My Life Together; a Group Training for Adolescents With ADHD

This observational study is a first orientation on the effects and feasibility of a group training to plan and organize for adolescents with attention deficit disorder (ADHD). This study focuses on the following questions:

* Is there an improvement on planning skills after training? * Are there fewer ADHD characteristics after training? * Is there an improvement on self-esteem after training? * How feasible is a group training for adolescents with ADHD? * How satisfied are practitioners and adolescents about the training?

Based on the effect-size of the individual training variant, the literature on the effect of group treatment and the adolescent target group, in which the peer group gets more important, the hypothesis is that the group training Plan My Life Together will have a medium to large effect on planning skills. Furthermore, positive effects on ADHD characteristics and self-esteem are also expected. The assumption is that Plan My Life Together is feasible and suitable.

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Key information

Conditions

ADHD Adolescence Attention Deficit Disorder with Hyperactivity Attention Deficit and Disruptive Behavior Disorders Mental Disorders Neurodevelopmental Disorders

Age range

12 year–16 year

Sex eligibility

All sexes

Study type

Observational

Primary location

GGZ Noord-Holland-Noord

Heerhugowaard, 1703WC, Netherlands

About this study

Attention deficit and/or hyperactivity and impulsivity disorder (ADHD) has a high prevalence in the adolescence. In this age stage, where independence and personal responsibility become increasingly important, ADHD is characterized mainly by problems in executive functions and there are often problems in planning schoolwork.This is frequently accompanied by tensions in the family. More co-morbidity also develops, including problems in self-image, as a result of negative feedback from the environment. Individual behavioral treatment has been found to be effective in reducing ADHD symptoms. In the ADHD guidelines (cognitive) behavioral therapy aimed at planning and organization, with consideration for motivational interviewing elements, is recommended for adolescents.

In the individual training Plan My Life, adolescents learn to plan their school and homework better through cognitive behavioral therapy (CBT) and motivational interviewing, so that they have fewer problems with their ADHD characteristics and have more positive experiences. The training is proven effective, few adolescents drop out, and parents and practitioners are positive about the training. The training was developed and studied on an individual basis.

There may be advantages to offering this training in a group setting. Among other things, the group can serve as a catalyst and experiences can be shared. Group therapy has been shown to work for several mental disorders, in some cases even better than the individual therapy. It is obvious that in adolescence the group is relatively even more important. Also, group treatment can be more efficient.

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • adolescents with an ADHD classification according to the DSM-5.
  • age 12 to 16 years.
  • outpatient treatment at "GGZ-NHN" (specialized mental health care service in the Netherlands)) or at "Psychologenpraktijk Kuin" (first-line psychological mental health care, Haarlem)
  • currently following secondary regular education
  • Intention to participate in the group and willingness to fill out questionnaires several times.

Exclusion criteria

  • a DSM-5 classification of autism
  • acute crisis situation (acute suicidality, acute psychotic symptoms, addiction problems requiring immediate treatment, or unsafe home situation)
  • Insufficient mastery of the Dutch language.

Treatment and study plan

Plan My Life Together

Behavioral

A group training for adolescents with ADHD in which they learn to plan and organize. The training consists of 8 weekly sessions of 90 minutes for the adolescent and 2 parent sessions of 90 minutes.

Primary outcomes

  1. Change in the subscale scores plan/organize - self rated (from BRIEF-2, see description))

    Time frame: Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)

    Subscale plan/organize from the Behavior Rating Inventory of Executive Function - Adolescent version

    Higher scores indicated better planning/organizing scales. Subscale ranges from 8 - 24

  2. Change in the subscale score plan/organize - parent rated (from BRIEF-2, see description)

    Time frame: Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)

    Subscale plan/organize from the Behavior Rating Inventory of Executive Function - Parent version

    Higher scores indicated better planning/organizing scales. Subscale ranges from 8 - 24

Secondary outcomes

  1. Change in AVL - parent rated (see description)

    Time frame: Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)

    ADHD Vragenlijst - ouders (ADHD rating scale, Dutch version)

    Higher scores indicate more ADHD-symptoms. Range: 0 - 72

  2. Change in RSES - self rated (see description)

    Time frame: Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)

    Rosenberg Self Esteem Scale - Adolescent version

    Higher scores indicate more self-esteem. Range: 0-40

  3. Change in RSES - parent rated (see description)

    Time frame: Baseline (start study) - T0 (=9 weeks after start study, intervention starts) - T1 (=18 weeks after start study) - T2 (=27 weeks after start study)

    Rosenberg Self Esteem Scale - Parent version

    Higher scores indicate more self-esteem. Range: 0-40

Other outcomes

  1. Scale questions on satisfaction

    Time frame: Only at T2 (=27 weeks after start study)

    Scale questions for practitioners and adolescents to measure satisfaction with the group training

    Higher scores indicate more satisfaction. Range: 1-10.

Sponsors and collaborators

Lead sponsor

GGZ Noord-Holland-Noord

Other

Collaborators

  • Universiteit Leiden

Registry information

Official study title

A Group Training to Plan and Organize for Adolescents With ADHD: Effectiveness and Feasibility

Important dates

Study start
2023
Primary completion
2024
Study completion
2024
First posted
Feb 14, 2023
Registry last updated
Jul 17, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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