Predicting Change in Life Satisfaction During a Summer Treatment Program for Children with ADHD and ASD

Abstract

Life satisfaction in children is associated with psychological well-being as well as quality social relationships, physical health, and positive schooling experiences. Children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) tend to experience lower life satisfaction compared to their typically developing peers. One intervention that is well-evidenced in promoting a range of positive outcomes for children with ADHD and ASD, including increasing prosocial behaviors and decreasing challenging behaviors, is the Summer Treatment Program (STP). While the majority of research on the STP has focused on behavior change, skill acquisition, and social relationships, the current study investigated changes in life satisfaction across the STP intervention for children ages 8 to 12 (Mage = 10 years, 1 month) with diagnosed ADHD, ASD, and co-morbid ADHD and ASD. Linear multilevel modeling was used to evaluate whether children participating in the STP self-reported changes in life satisfaction across the STP, examine the differences in life satisfaction trajectories of children based on their peer relationships developed by the end of the STP, and explore differences in life satisfaction trajectories of children based on their diagnoses. Results indicated children participating in the STP, regardless of bunk membership, diagnostic status, or peer relationships formed, self-reported statistically significant increases in life satisfaction each week of the five-week intervention. There were no statistically significant trajectories in life satisfaction based on diagnosis or peer relationships. Interestingly, children who reported more social relationships by the end of the STP were predicted to report greater life satisfaction at the beginning of the STP. Implications for clinical and school-based practice as well as future research are discussed.