Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder affecting 2%-7% of school-aged children worldwide (Sayal et al., 2018). This blog explores the findings of a recent study titled "Family Functioning Style as a Predictor of the Quality of Cognitive Functioning of Primary School Students With ADHD," published in the Journal of Attention Disorders. This research provides valuable insights for practitioners aiming to improve therapeutic outcomes for children with ADHD.
### Key Findings from the Study
The study aimed to determine whether family communication and satisfaction predict a child's executive functions and whether ADHD severity mediates this relationship. The research involved 200 Polish children aged 10 to 13 with ADHD, using various cognitive and behavioral assessments. Surprisingly, the study found that:
- Family communication and satisfaction did not predict executive functioning in children with ADHD.
- ADHD severity did not mediate the relationship between family functioning and executive functioning.
- Intelligence quotient (IQ) was the only predictor of executive functioning, but only in boys.
### Implications for Practitioners
While these findings contrast with previous studies showing significant family influences on cognitive outcomes, they offer several actionable insights:
- Focus on Individualized Interventions: Given that family functioning did not significantly impact executive functions, practitioners should prioritize individualized cognitive and behavioral interventions tailored to each child's needs.
- Consider IQ in Treatment Plans: Since IQ was a predictor of executive functioning in boys, incorporating cognitive assessments into treatment planning can provide a more comprehensive understanding of each child's capabilities.
- Parental Training: Although family functioning did not directly impact executive functions, parental training in self-regulation techniques could still be beneficial. Improved parental self-regulation may indirectly enhance the child's cognitive and behavioral outcomes.
### Encouraging Further Research
This study highlights the need for further research to explore the complex relationships between family dynamics and cognitive functioning in children with ADHD. Future studies could investigate other cognitive components, such as attention and memory, and their interaction with family functioning styles.
### Conclusion
The findings of this study suggest that family functioning styles may not directly influence the executive functions of children with ADHD. However, this does not diminish the importance of a supportive family environment. Practitioners should continue to employ a holistic approach, considering both individualized and family-based interventions to achieve the best outcomes for children with ADHD.
To read the original research paper, please follow this link: Family Functioning Style as a Predictor of the Quality of Cognitive Functioning of Primary School Students With ADHD.
