The Effects of Peer Co-led Educational Group Intervention for Adults With Attention-Deficit Hyperactivity Disorder

Study Overview
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Brief Summary
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Peer co-led education describes educators who are expert patients, user representatives or former patients, participating and teaching in educational interventions in cooperation with health care professionals. Peer co-led education is included in the Norwegian national guidelines for treatment of mental disorders, but despite some promising results for the treatment of other conditions, still little is known about the efficacy of peer co-led educational group interventions interventions for adults with attention deficit and hyperactivity disorder (ADHD). This pilot trial will evaluate patient satisfaction with and preliminary efficacy of a 2-session peer co-led educational group program designed to address specific challenges faced by adults diagnosed with ADHD at an outpatient clinics in mid-Norway.

Official Title
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The Effects of Peer Co-led Educational Group Intervention for Adults With Attention-Deficit Hyperactivity/Impulsivity Disorder

Conditions
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Attention Deficit Disorder With Hyperactivity

Intervention / Treatment
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* Behavioral: Group-based education
* Behavioral: Waiting list
* Other: Standard treatment


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Confirmed ADHD-diagnosis speaking a Scandinavian language Exclusion Criteria: Unable to give informed consent Psychosis Severe learning difficulties

Ages Eligible for Study
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Minimum Age: 18 Years
Maximum Age: 67 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Crossover Assignment
Interventional Model Description: Pilot randomized clinical trial
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Educational intervention<br>Patients randomized to the intervention group will start with a group-based educational program immediately after the randomization. | Behavioral: Group-based education<br>* The group-based educational program consists of two sessions that run over two consecutive weeks. Each session consists of a lecture from a recruited expert on the topic of the session and by expert patients with a following discussion of the topic facilitated by the course leader.<br>* Other names: Patient education;Other: Standard treatment<br>* Diagnostic treatment with medication. In addition, some patients receive cognitive behavioral therapy (not systematically given to every patient). If needed, patients are also offered assistance with regard to economy, housing, education, and work as well as contact with family and network.<br>* Other names: Treatment as usual;|
| Active Comparator: Waiting list<br>Participants randomized to the waiting list control group receive no educational intervention for the duration of the 10 weeks. During this period participants can receive standard treatment, consisting of diagnostic treatment with medication. | Behavioral: Waiting list<br>* No educational intervention for the duration of the 10 weeks. During this period participants can receive standard treatment.<br>Other: Standard treatment<br>* Diagnostic treatment with medication. In addition, some patients receive cognitive behavioral therapy (not systematically given to every patient). If needed, patients are also offered assistance with regard to economy, housing, education, and work as well as contact with family and network.<br>* Other names: Treatment as usual;|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in client Satisfaction | Client satisfaction will be measured with Client Satisfaction Questionnaire, short form (Attkisson & Zwick, 1982). The scale consists of 8 items scored on a Likert scale from 1 (low satisfaction) to 4 (high satisfaction). Total scores range from 8 to 32, with higher scores indicating greater satisfaction. | from baseline to 2-weeks follow-up | 
| change in patient activation | Patient activation will be measured with the Norwegian version of the Patient Activation Measure Mental Health (PAM-MH) (Green et al 2010)) | from baseline to 10-weeks follow-up | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| change in general self-efficacy | General Self-Efficacy Scale, 6-item scale ranging from 1 ('not at all true') to 4 ('exactly true'). Total scores range from 6 to 24, with higher scores indicating greater self-efficacy. (Romppel et al 2013) | from baseline to 10 weeks follow-up | 
| change in ADHD-related symptoms | Hopkin's Symptom Checklist (SCL), 9-items scale with high scores on SCL-9 indicating ADHD-related symptom burden (Eich et al 2011) | from baseline to 10 weeks follow-up | 
| change in ADHD-related symptoms | Norwegian version of the WHO Adult ADHD Self-report scale, ASRS Short Form (Kessler et al 2005) | from baseline to 10 weeks follow-up | 
| change in Quality of Life | Adult Attention Deficit/Hyperactivity Disorder Quality of Life Scale, AAQoL short Form (Brod et al 2006) | from baseline to 10 weeks follow-up | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Behavior therapy, Peer groups, Patient satisfaction, Feasibility studies