ECPN Student Poster Contestant: Integrating Substance Use Prevention Messages into an Evidence-Based ADHD Behavioral Intervention: Parent and Youth Satisfaction

Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is a highly prevalent mental health disorder and adolescents with ADHD are at an increased risk of engaging in substance use early (Molina et al., 2013) and progressing to heavy use quickly (Sibley et al., 2014). Evidence-based treatments for ADHD exist, but are not effective at preventing the initiation or escalation of substance use. To address this gap, we integrated substance use prevention skills into an evidence-based behavioral training program for ADHD (Supporting Teens Academic Needs Daily Group; STAND-G). This presentation includes preliminary satisfaction and outcome data from the first four groups, comparing traditional STAND-G to STAND-G+ (enhanced with substance use prevention strategies).

Methods: Participants enrolled to date include 41 parent-adolescent dyads (22 STAND-G, 19 STAND-G+). Adolescents were diagnosed with ADHD and were in grades 8-12 (M age= 15.12 years, SD=1.19). After completing the eight, 90-minute group sessions, parents and adolescents answered questions about satisfaction and STAND-G+ parents were asked whether the intervention improved their ability to talk to their adolescent about substance use and increased their awareness about strategies for helping the adolescent resist pressure to smoke or drink. All items were on a 1-5 scale where 1 = “Strongly Disagree” and 5 = “Strongly Agree”.

Results: A between-subjects ANOVA comparing differences in parent and adolescent satisfaction between STAND and STAND+ approached significance, F(3, 76) = 2.66, p = .054. Post-hoc analyses revealed that parents in STAND (M = 4.52) and STAND+ (M = 4.53) rated high and similar levels of satisfaction, but adolescents in STAND (M = 4.43) rated somewhat higher satisfaction in comparison to adolescents in STAND+ (M = 3.95). Parents in both groups reported that the intervention improved their ability to work with their adolescent to solve problems (M = 4.55). Importantly, parents in STAND+ reported that the intervention improved their ability to talk with their adolescent about substance use (M = 4.05) and increased their awareness of strategies to help their adolescent resist pressure to use (M = 4.16).

Discussion: Given the high rates of substance use among adolescents with ADHD, supplementing existing ADHD behavioral interventions with substance use prevention skills could lead to improved outcomes and help with dissemination and implementation efforts. At the time of presentation, additional groups will have been run and those data will be incorporated to evaluate whether the trends with satisfaction are maintained.

Funding: Grant awarded by Virginia Foundation for Healthy Youth