La pertinence et l'acceptabilité d'un prototype de livre d'activités psychoéducatif co-conçu pour les enfants de sept à onze ans atteints de TDAH

Titre original en anglais : The suitability and acceptability of a co-designed prototype psychoeducational activity book for seven- to eleven-year-olds with ADHD

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Powell, L., Wheeler, G., Redford, C., & Parker, J. (2021). The suitability and acceptability of a co-designed prototype psychoeducational activity book for seven- to eleven-year-olds with ADHD. Design for Health, 5(1), 4-25. https://doi.org/10.1080/24735132.2021.1928380

Date de publication: 01/05/2021 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Lauren Powell *
  2. Gemma Wheeler
  3. Chris Redford
  4. Jack Parker

Résumé

Les jeunes atteints de trouble déficitaire de l'attention avec hyperactivité (TDAH) peuvent bénéficier d'interventions psychoéducatives. La co-conception de ces interventions accroît l'engagement et l'impact. Toutefois, il existe très peu de ressources psychoéducatives co-conçues et adaptées à l'âge des jeunes atteints de TDAH. Un prototype de livre d'activités (« ADHD Hero Activity Book ») a donc été co-conçu afin d'enseigner aux enfants de 7 à 11 ans atteints de TDAH ce qu'est leur trouble et comment le gérer plus efficacement. Cet article décrit l'évaluation initiale de ce prototype. Neuf parents et onze enfants ont participé à neuf ateliers en ligne et à un appel téléphonique. La pertinence et l'acceptabilité du prototype de livre d'activités ont été examinées, et des axes d'amélioration ont été identifiés. Des notes illustrées ont été prises à des fins de validité des répondants et d'engagement. L'analyse thématique a identifié six thèmes : (1) Informations visuelles ; (2) Intérêt pour les sujets et engagement ; (3) Importance d'un contenu auquel il est possible de s'identifier ; (4) Importance de l'interaction avec le livre d'activités et d'un contenu adapté à l'âge ; (5) Aspects positifs du TDAH ; et (6) Le livre d'activités comme outil de communication. Des suggestions d'amélioration ont également été formulées. Les résultats indiquent que le livre d'activités est pertinent, acceptable et peut servir d'outil de communication entre les jeunes et les familles. Les recherches futures pourraient envisager l'élaboration de versions du livre d'activités destinées aux adolescents atteints de TDAH et aux jeunes présentant un trouble du spectre de l'autisme.

Young people with Attention Deficit Hyperactivity Disorder (ADHD) can benefit from psychoeducation interventions. Co-design of these interventions increases engagement and impact. However, there are very few age-appropriate co-designed psychoeducational resources for young people with ADHD. Therefore an activity book prototype (‘ADHD Hero Activity Book’) was co-designed to teach 7–11-year-olds with ADHD about their condition and how to manage it more effectively. This paper describes the initial evaluation of this prototype. Nine parents and eleven children took part across nine online workshops and one phone call. The suitability and acceptability of the activity book prototype was explored, and areas of improvement identified. Sketch notes were taken for respondent validity and engagement purposes. Thematic analysis identified six themes: (1) Visual information; (2) Topic interest and engagement; (3) Importance of relatable content; (4) Importance of activity book interaction and age-appropriate content; (5) Positive aspects of ADHD and (6) The activity book as a communication aid. Improvement suggestions were also provided. Results indicate the activity book is suitable, acceptable and can act as a communication aid between young people and families. Future research may consider the development of versions of the activity book for adolescents with ADHD and young people with Autism Spectrum Disorder.

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Références citées
58
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
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Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 15 / 194 (7,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 8 / 9 (88,9 %).
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