Attention Deficit Hyperactivity Disorder

Published Research & Citations

IndoPsyCare endeavours to continue conducting research into the latest evidence-based psychological treatments and remain up-to-date on psychological phenomena and breakthroughs.

We are proud to present the research conducted, or contributed to, by our advisors and IndoPsyCare psychologists. We seek to emphasize that whilst members of our team have contributed to these papers, we do not claim rights nor ownership of these publications.

• Hennig, T., Schramm, S.A., & Linderkamp, F. (2018). Cross-informant disagreement on behavioral symptoms in adolescent attention-deficit/hyperactivity disorder and its impact on treatment effects. European Journal of Psychological Assessment, 34, 79-86. doi: 10.1027/1015-5759/a000446

  Abstract:
  “Background: Multi-informant assessments (parents, teachers, adolescents) are standard in diagnosing adolescent ADHD, but informants frequently disagree on symptom severity.
  
  Methods: Compared informant ratings across 114 adolescents with ADHD and investigated how cross-informant discrepancies affected treatment outcomes in an intervention trial.
  
  Findings: Discrepancies between teachers and adolescents regarding prosocial behavior explained 12% of treatment variance; interventions were substantially less effective when high disagreement was present.
  
  Conclusion: Clinicians must evaluate discrepancies between multi-informant reports as diagnostic signals of treatment resistance or diminished response.”



• Hennig, T., Jaya, E., & Lincoln, T.M. (2017). Bullying mediates between Attention-Deficit/Hyperactivity Disorder in childhood and psychotic experiences in early adolescence. Schizophrenia Bulletin, 43(5), 1036-1044. doi: 10.1093/schbul/sbw139

  Abstract:
  “Background: Investigated whether the known developmental link between childhood ADHD and early adolescent psychotic experiences is mediated by peer victimization in the prospective ALSPAC cohort (N = 8,247).
  
  Findings: Children with combined ADHD at age 7 were over 3.6 times more likely to experience bullying at age 10, which strongly predicted psychotic experiences at age 12. Peer bullying accounted for 41%–50% of the indirect effect between ADHD and psychosis.
  
  Conclusion: Peer bullying is a critical translating mechanism connecting ADHD to psychotic vulnerability; anti-bullying interventions in school settings represent a major preventative pathway.”



• Hennig, T., Koglin, U., Schmidt, S., Petermann, F., & Brähler, E. (2017). Attention-Deficit/Hyperactivity Disorder symptoms and life satisfaction in a representative adolescent and adult Sample. Journal of Nervous and Mental Disease, 205(9), 720–724. doi: 10.1097/NMD.0000000000000700

  Abstract:
  “Background: Evaluated the association between ADHD symptoms and subjective life satisfaction in a nationally representative population sample (N = 2,517; aged 14–91 years).
  
  Findings: ADHD symptoms correlated negatively with life satisfaction across all age groups. Mediation analyses showed that depressive symptoms accounted for up to 44% and impaired social support accounted for 23% of this reduction.
  
  Conclusion: Strengthening social support networks and treating secondary depressive symptoms are crucial clinical avenues to improve life quality in adolescents and adults with ADHD.”



• Hennig, T., Schramm, S.A., Linderkamp, F., & Koglin, U. (2016). Mediation and moderation of outcome in a training intervention for adolescents with attention-deficit/hyperactivity disorder. Journal of Cognitive Education and Psychology, 15(3), 412-427. doi: 10.1891/1945-8959.15.3.412

  Abstract:
  “Objective: Examined the mechanisms of therapeutic change in a structured problem-solving and organizational skills intervention for adolescents with ADHD (aged 12–17).
  
  Findings: Improvements in academic enablers (study skills, motivation, interpersonal competence) partially mediated symptom reduction across the intervention period.
  
  Conclusion: Strengthening academic competence directly drives ADHD symptom reduction, supporting targeted organizational coaching as an essential treatment component.”



• Schramm, S.A., Hennig, T., & Linderkamp, F. (2016). Training problem-solving- and organizational skills in adolescents with ADHD: a randomized controlled trial. Journal of Cognitive Education and Psychology, 15(3), 391-411. doi: 10.1891/1945-8959.15.3.391

  Abstract:
  “Background: Evaluated a multimodal program combining adolescent-directed problem-solving and organizational skills training with behavioral parent and teacher psychoeducation.
  
  Methods: 113 adolescents with ADHD were randomized to the training program, progressive muscle relaxation (active control), or a waitlist control condition.
  
  Findings: The skills training significantly reduced ADHD core symptoms and parent/teacher-reported internalizing behavioral difficulties, with sustained improvements in academic functioning.
  
  Conclusion: Cognitive-behavioral organizational skills training is an efficacious psychosocial therapy for adolescent ADHD.”



• Hennig, T., & Schramm, S.A. (2010). A training of learning skills for adolescents with ADHD (LeJA): Empirically based conceptualisation and first findings of efficacy. In E. J. Knorth et al. (Eds.), Inside Out: How Interventions in Child and Family Care Work (pp. 633-635). Antwerp: Garant.

  Abstract:
  “Program Overview: Outlines the clinical framework of the LeJA program (Lerntraining für Jugendliche mit Aufmerksamkeitsstörungen), a structured cognitive-behavioral intervention designed for adolescents aged 12–17 with ADHD. Early empirical results demonstrated significant gains in self-management, homework completion, and executive planning.”