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Journal Article Reviews

Attention-Deficit Hyperactivity Disorder Clarke AT, Marshall SA, Mautone JA, et al. Parent attendance and homework adherence predict response to a family-school intervention for children with ADHD. J Clin Child Adolesc Psychol. 2015;44:58–67. While accumulating research supports the importance of parent engagement in behavioral interventions, it remains unclear whether quality and/or quantity of parent involvement are mediating child outcomes. This study assessed the impact of parent engagement (quality, measured as homework adherence; quantity, as attendance) during a psychosocial intervention on parent and child outcomes. As part of a clinical trial for attentiondeficit hyperactivity disorder, caregivers and children (mean age 5 9.4 years) were randomly assigned to the Family-School Success (FSS) intervention or a control group; only the intervention group (n 5 92) was considered for the current analysis. The FSS is a 12-session intervention that uses behavioral parent training and education within multiple settings (e.g., group, individualized family therapy, and family-school consultation) to improve parenting practices, family involvement in education, and child academic performance. Homework is provided after each session to facilitate skill development. Parent (parenting practices, self-efficacy) and child (academic functioning) outcomes were assessed through questionnaires. After accounting for baseline performance, parental homework adherence (quality; mean score 5 4.75 of 12, SD 5 3) significantly predicted 5 of 10 outcomes, including parental self-efficacy, parentteacher relationship, positive parental involvement, children’s attention to homework, and homework productivity with effect sizes (f) ranging from .05 to .20. Comparatively, attendance (quantity; mean 5 10 sessions, SD 5 2) made a significant, but small (f 5 .04) contribution to the prediction of one outcome, academic productivity. Only quality (e.g., homework adherence) during the first half of intervention made a significant contribution to more parenting and child outcomes (p , .05; f range5 .02–.10). Results emphasize the influence of parent engagement for evidenced-based intervention outcomes but importantly suggest that attendance alone may not be an appropriate index of parent engagement. Results suggest that developing brief interventions (e.g., 6 sessions or less) and focusing on increasing quality of parent engagement may be critical for positive child outcomes. R.M.M. Attention-Deficit Hyperactivity Disorder, Trauma Man KKC, Chan EW, Coghill D, et al. Methylphenidate and the risk of trauma. Pediatrics. 2015; 135:40–48. In this retrospective study, the authors compared incidence of emergency department (ED) visits related to trauma in children with attention-deficit hyperactivity disorder on and off methylphenidate (MPH). The authors identified over 17,000 children ages 6 to 19 years in Hong Kong on MPH using the Clinical Data Analysis and Reporting System, of which nearly 5000 had at least 1 ED visit related to trauma during the study period from January 2001 to December 2013. MPH treatment appeared to have a protective effect with an incident rate ratio of 0.91 (95% confidence interval, 0.82–0.96) during medication administration periods. The authors controlled for age and season-related effects. The analysis of these data is somewhat problematic without independent confirmation of medication use. The authors assumed use based on timing and duration of prescribed medication amount but, given the limitations of this large population-based design, were unable to confirm individual patterns of use. K.E.M.