Latino parents' perceptions of, and response to, child Attention-Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder: An ecological perspective

Attention and behavior problems occur at high rates among Latino children in the United States; however, Latino children are less likely than children from other racial/ethnic groups to receive treatment for these problems. Efforts to understand and address these disparities should include research to understand how Latino parents perceive and respond to child behaviors within an ecological framework, as broad contextual factors are known to influence parenting and help-seeking. To this end, the present study utilized grounded theory methodology to analyze in-depth interviews conducted with a community sample of 25 ethnically-diverse Latino mothers of varying levels of socioeconomic status (SES). The primary aims for the study were: (1) To examine parental understanding and perceptions of DSM-IV ADHD and ODD symptoms; (2) To explore and describe self-reported parenting and help-seeking responses to clinical levels of child ADHD and ODD behaviors, as depicted in hypothetical behavioral vignettes; and (3) To explore general childrearing values and socialization goals among Latino mothers. Each of these aims were examined from an ecological perspective by considering demographic and psychosocial factors, including SES, level of acculturation, and maternal levels of depression and social support. Four major findings emerged. First, Latino mothers did not experience significant difficulty understanding DSM-IV symptoms of ADHD or ODD and the way they perceive these behaviors is largely consistent with the respective clinical disorders. Second, parental responses to clinical levels of ADHD and ODD behaviors were linked to external versus internal causal attributions across both disorders. Third, parental socialization goals, which reflected strong values on educational/professional goal attainment and positive interpersonal skills, were associated with reported parental responses to ADHD and ODD, respectively. Finally, there were trend differences in results by level of SES. The theoretical model that emerged from this study extends existing models related to parental beliefs, parenting, and help-seeking behavior. Findings suggest important clinical implications with respect to assessing ADHD and ODD among Latino children and engaging Latino parents into parenting and school-based interventions. Results of this study will inform future research and intervention-development efforts ultimately aimed at increasing mental health service use and improving outcomes among Latino children

Associations Between Parenting and Child Behavior Problems Among Latino Mothers and Children

The present study examines the ability of global parenting styles and specific parenting practices to predict attention and behavior problems in Latino children. Sociodemographic variables and acculturation were considered in all analyses to examine, and account for, their influences. 107 Latino mothers with a child between 6 and 12 years old completed demographic, parenting, and child behavior measures. Hierarchical linear regression analyses were conducted in order to predict child behavior from sociodemographic variables, acculturation, and parenting. All three parenting styles, and most practices, predicted reported behavior problems. Level of acculturation also consistently predicted child behavior problems. The present study adds to the growing body of literature demonstrating some differences in the associations between these styles and child behavior problems compared to what has been found in the general literature. In addition, it highlights the importance of considering level of acculturation when examining these associations within this population

Development and preliminary evaluation of an integrated treatment targeting parenting and depressive symptoms in mothers of children with attention-deficit/hyperactivity disorder.

OBJECTIVE: More than 50% of mothers of children with attention-deficit/hyperactivity disorder (ADHD) have a lifetime history of major depressive disorder (MDD). Maternal depressive symptoms are associated with impaired parenting and predict adverse developmental and treatment outcomes for children with ADHD. For these reasons, we developed and examined the preliminary efficacy of an integrated treatment targeting parenting and depressive symptoms for mothers of children with ADHD. This integrated intervention incorporated elements of 2 evidence-based treatments: behavioral parent training (BPT) and cognitive behavioral depression treatment. METHOD: Ninety-eight mothers with at least mild depressive symptoms were randomized to receive either standard BPT (n = 51) or the integrated parenting intervention for ADHD (IPI-A; n = 47). Participants were assessed at baseline, posttreatment, and 3- to 6-month follow-up on measures of (a) self-reported maternal depressive symptoms, (b) observed positive and negative parenting, and (c) observed and mother-reported child disruptive behavior and mother-reported child and family impairment. RESULTS: The IPI-A produced effects of small to moderate magnitude relative to BPT on maternal depressive symptoms, observed negative parenting, observed child deviance, and child impairment at posttreatment and on maternal depressive symptoms, child disruptive behavior, child impairment and family functioning at follow-up. Contrary to expectations, the BPT group demonstrated moderate to large effects relative to IPI-A on observed positive parenting at follow-up. CONCLUSIONS: This treatment development study provides encouraging preliminary support for the integrated intervention targeting parenting and depressive symptoms in mothers of children with ADHD. Future studies should examine whether this integrated intervention improves long-term developmental outcomes for children with ADHD