Exploring the feasibility and effectiveness of a virtual summer treatment program for children with behavioral and social problems: A pilot study

Arbi Kumi

Department of Psychology

FCLC 2021

Mentor: Dr. Karen Siedlecki

Introduction

• Child Mind Institute Summer Program launched in 2017 for children with behavioral, social, and learning difficulties
• Based on William Pelham Jr.’s Summer Treatment Program for children with ADHD
• Replicated nationally and in Japan since 1980s
• Included in the Substance Abuse and Mental Health Services Administration’s (SAMHSA) National Registry of Evidence-Based Programs and Practices
• Approved by APA Division 53 (Society for Clinical Child and Adolescent Psychology)
• However, has not been adapted for online delivery, but research supports the use of internet-based parent-child interaction therapy
• Virtual Summer Treatment Program (VSTP) — July 6–31, 2020

Research Questions

1. Will VSTP result in (a) reduction of problem behaviors, (b) improvement in ADHD symptoms, and (c) an increase in social skills?
2. Will parents find VSTP satisfactory?

Method

Sample

• 18 children (16 girls, 2 boys) in VSTP
• Sample N = 12 boys, 5–10yo
• 100% ADHD dx, 50% ASD dx, 50% 3+ dx

Program

• 20 days, 2 hr/day on Zoom
• Social skills training, group activities
• Weekly parent trainings

Measures

• Parent-rated measures
• Child’s problem behaviors
• Child’s social competency
• Child’s symptom severity (ADHD, ODD)
• Parent attitudes toward treatment
• Clinician-rated measures of global functioning and treatment response
• Observational data (point system, individual goal achievement)

Results

FEASIBILITY

• Near 100% child attendance rate
• At least one parent from each family participated in at least one weekly parent training session
• Parent form retention rates: 67%–82%
• All parents reported high general satisfaction with the VSTP and were satisfied with the progress their children made

EFFECTIVENESS

• Significant improvement in parent-reported social communication from pre- to post-treatment
• Significant increase in positive point system behaviors
• No significant changes in parent-reported problem behaviors or symptom severity
• No significant change in negative point system behaviors
• Significant improvement in clinician-rated global functioning

Future Directions

• Sample considerations
• SES, race/ethnicity, gender, rural
• Rigorous counselor training and standardization
• Extended program time
• Investigate parent engagement, distress
• Incorporation of peer dyads

Acknowledgements

Thank you to the Child Mind Institute and to Dr. Karen Siedlecki for making this work possible!