Doctor of Philosophy (PhD)



Document Type



ADHD is among the most prevalent childhood disorders, frequently impacting several functional domains in school-age children (Loe et al., 2008; Nigg & Barkley, 2014). While routines are important for children, impairment in routines has been associated with ADHD (Barkley, 2015). Research has further suggested morning routines are a particularly problematic routine in children with ADHD (Faraone et al., 2017; Faraone et al., 2018; Sallee, 2015; Taylor, Houghton, & Durkin, 2008). Moreover, children receiving pharmacological treatment for ADHD often continue to exhibit difficulties with morning routines (Faraone et al., 2017; Faraone et al., 2018; Sallee, 2015). As a result, the present study aimed to examine the effectiveness and acceptability of a technology-enhanced parenting intervention targeting morning routines in children with ADHD. Parents were provided psychoeducation, taught how to utilize a reward system, and instructed to use the technology to assign audible alarms, use visual cues, and assign coins and rewards to foster more appropriate and independent engagement in morning routines. Results of the multiple baseline design demonstrated improvements in routine efficiency, as well as a reduction in parental verbal prompts during the morning routines. Parents also reported that this was an acceptable method of addressing morning routines. Overall, this study demonstrated promising results for an acceptable and effective technology-enhanced behavioral intervention for morning routines in children with ADHD.



Committee Chair

Kelley, Mary Lou

Available for download on Saturday, July 08, 2028