ABSTRACT
Objective
This study examined child, parent, and parent–environment interaction factors related to the difficulties and confidence in communicating with teachers that parents of children with attention-deficit/hyperactivity disorder (ADHD) often experience.
Background
Effective communication between parents and teachers is crucial to addressing challenges related to managing learning, interpersonal relationships, behaviors, and emotions in children with.
Methods
Parents’ difficulty with and confidence in communicating with teachers were assessed using the difficulties and confidence in communicating with teachers among parents of children with ADHD scale in 230 parents (178 females and 52 males). Child ADHD symptoms and internalizing and externalizing problems, parental depression, family support, and affiliate stigma were assessed.
Results
Child age, inattention symptom severity, externalizing behavioral problem severity, and parental depression were positively and significantly correlated with parental difficulty in communicating with teachers. Child age and inattention symptom severity, parental depression, and affiliate stigma were significantly and negatively correlated with parental confidence in communicating with teachers, whereas parental perceived family support was positively and significantly correlated with parental confidence in communicating with teachers.
Conclusion
Several child, parent, and parent–environment interaction factors are correlated with difficulty and confidence in communicating with teachers among parents of children with ADHD.
Implications
Practitioners should acknowledge parents’ difficulty with and confidence in communicating with teachers and the related factors. Family-school intervention programs that contain conjoint behavioral consultation, daily report cards, and behavioral homework interventions can promote parent–teacher communication and improve the family and educational functioning of students with ADHD.