Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis

Ringer, Noam; Wilder, Jenny; Scheja, Max; Gustavsson, Anders

doi:10.1080/1034912x.2019.1596228

Cited by 13 publications

(11 citation statements)

References 27 publications

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“…Follow-up work could use in-depth interviews in a smaller group of parents with children who experience problems relating to time. However, parental report can only provide insight across a limited range of contexts and perception of the child’s behaviour will invariably be shaped by knowledge of the child’s diagnosis ( Ringer et al, 2020 ). Triangulation would be valuable in future work with the perspective of teachers ( Tobia et al, 2019 ), and the children themselves providing a more complete picture of the impact of timing on everyday life.…”

Section: Discussionmentioning

confidence: 99%

‘No idea of time’: Parents report differences in autistic children’s behaviour relating to time in a mixed-methods study

Poole

Gowen

Poliakoff

et al. 2021

Autism

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An emerging body of research suggests that temporal processing may be disrupted in autistic children, although little is known about behaviours relating to time in daily life. In the present study, 113 parents of autistic and 201 parents of neurotypical children (aged 7–12 years) completed the It’s About Time questionnaire and open-ended questions about their child’s behaviour relating to time. The questionnaire scores were lower in the autistic compared with the neurotypical group, suggesting that behaviours are affected. Three key themes were identified using thematic analysis: autistic children had problems with temporal knowledge, learning about concepts relating to time, such as how to use the clock and language around time. There were differences in prospection with autistic children having more difficulties with how they thought about the future and prepared themselves for upcoming events. The final theme, monotropism, described how autistic children viewed their time as precious so they could maximise engagement in their interests. The present study indicates that behaviours relating to time can have a considerable impact on the daily lives of autistic children and their families. Further work exploring the development of temporal cognition in autism would be valuable for targeting effective educational and clinical support. Lay abstract Many everyday activities require us to organise our behaviours with respect to time. There is some evidence that autistic children have problems with how they perceive and understand time. However, little is currently known about this, or the ways in which behaviours related to time are impacted in daily life. In this study, 113 parents of autistic children and 201 parents of neurotypical children completed a questionnaire and open-ended questions about their child’s behaviour relating to time. Questionnaire scores were lower in the autistic group compared with neurotypicals, which suggests that behaviours relating to time are affected in autistic children. The open-ended responses further confirmed that the autistic children struggled with time and that this impacted on them and their family. Three key themes were identified. Theme 1: autistic children have problems with learning about concepts relating to time such as telling the time from a clock and using words to describe time (hours, minutes, etc.) appropriately. Theme 2: autistic children think about the future differently. Planning and working under time pressure were described as a problem. Theme 3: autistic children have strong interests which take up a lot of their attention and worrying about having sufficient time to pursue these interests causes anxiety. This research indicates that behaviours related to time can have a considerable impact on the lives of autistic children and that targeted support may be required.

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Section: Discussionmentioning

confidence: 99%

‘No idea of time’: Parents report differences in autistic children’s behaviour relating to time in a mixed-methods study

Poole

Gowen

Poliakoff

et al. 2021

Autism

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“…Interestingly, our results showed no differences in mind-mindedness as a function of children’s diagnostic group, and levels of mind-mindedness were in fact highest in the ADHD group. However, these parents also scored highest for negative mind-minded descriptions, which suggests that parents of children with ADHD may tend to view their children’s behavior as intentional or wilful, or to focus on their cognitive deficits (Ringer et al 2019 ). Parents of children with ASD and ADHD also used the highest levels of negative non-mental descriptions.…”

Section: Discussionmentioning

confidence: 99%

Mind-Mindedness and Stress in Parents of Children with Developmental Disorders

Larkin

Hayiou‐Thomas

Arshad

et al. 2020

J Autism Dev Disord

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Relations between mind-mindedness (assessed using the describe-your-child interview) and stress were investigated in parents of children with developmental disorders (ADHD, n = 51, ASD, n = 23, Down's Syndrome, n = 38, and 22q11.2 Deletion Syndrome, 22q11.2DS, n = 32) and typically-developing children (n = 89). Mind-mindedness did not differ across diagnostic groups, and mind-mindedness predicted parenting stress across groups. Parenting stress was lowest in the typically-developing and Down's Syndrome groups. Across all groups, mind-minded and positive descriptions predicted lower parenting stress, and negative descriptions predicted higher stress. In the developmental disorder groups, describing the children with reference to their disorder was negatively correlated with mind-mindedness. Results are discussed with regard to interventions for families where children have developmental disorders.

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“…A study from Corcoran et al [7] about a meta-synthetic and quantitative study that analyses a systematic review of qualitative studies of the life experiences of parents who have children with ADHD showed that anger and the desire to commit suicide existed due to the relentless pressure. In several other qualitative studies with the same objective found that the mothers experienced extreme sadness, shame that caused loneliness, guilt towards the child's siblings [15,5,23] . The feeling of being demanded and isolated that made some mothers felt that home-schooling is the right solution for their children [22] is often experienced by mothers and their children diagnosed with ADHD.…”

Section: Introductionmentioning

confidence: 92%

“…Therefore, this study will focus on mothers whose children are diagnosed with ADHD. Qualitative research on parents, especially mothers, and children with ADHD can be seen from the experiences of mothers in raising their children [22] , the pressure or stress experienced [15,10] , also about parents' perceptions of their children who were diagnosed with ADHD and how they manage their children's challenging behaviours [23] .…”

Section: Introductionmentioning

confidence: 99%

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Verbal Expression and Mother’s Desperation about Their Children with Attention Deficit/Hyperactivity Disorder

Ningsih¹

2022

ijcsrr

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Parents who have children with Attention Deficit Hyperactivity Disorder (ADHD) are challenging because these children are special and need special treatment. Because they are challenging, parents need support from their inner or outer circle. One of the strategies to get a support is by expressing what they feel. Feelings can be expressed in various ways, verbal and non-verbal. It can be in a non-formal situation like having a conversation in a community or a home environment. Thus, this research aims to describe the verbal expressions and desperation of the mothers to raise their children with Attention Deficit Hyperactivity Disorder (ADHD). This research uses phenomenological method called Interpretative Phenomenological Analysis (IPA) because this study focuses on interpretive processes in understanding participants’ experiences ideographically. 25 participants are observed and interviewed in-depth regarding their experiences in raising their children with Attention Deficit Hyperactivity Disorder (ADHD). The participants’ verbal expression of desperation are classified into seven themes: Repeating the same instruction or warning over and over, Being different and isolated, Mess things up in the house, Could not stay still and unpredictable, Aggressiveness, irritation and tantrums, Extra effort for visual learner, Child lacks of motivation. The results show that the feeling of desperation persistently happened because it is difficult to understand the characteristics of a child with Attention Deficit Hyperactivity Disorder (ADHD). The also admit that it is difficult to make normal children and mothers to accept their circumstances. Meanwhile, other participants state that they seek more information and knowledge about ADHD by joining a community to get help or support psychologically and medically, practice and more practice at home in order to help their children grow better.

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Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis

Cited by 13 publications

References 27 publications

‘No idea of time’: Parents report differences in autistic children’s behaviour relating to time in a mixed-methods study

‘No idea of time’: Parents report differences in autistic children’s behaviour relating to time in a mixed-methods study

Mind-Mindedness and Stress in Parents of Children with Developmental Disorders

Verbal Expression and Mother’s Desperation about Their Children with Attention Deficit/Hyperactivity Disorder

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