Parents with ADHD supporting their preschoolers’ writing

Abstract Parents with attention deficit hyperactivity disorder (ADHD) often demonstrate less positive parenting behaviors, lower involvement, and greater household chaos, which relate to parent-child interactions and poorer child outcomes. This study delved into the nature of writing support provided by parents with ADHD for their preschool-aged children and how their support related to children’s early literacy, beyond children’s age and parents’ education. Participants were 41 Israeli parents (36 mothers, 5 fathers) with ADHD, whose average age was 39.40 ( SD = 5.67), and one of their preschool-aged children. Parents completed a self-report ADHD scale and children’s early literacy skills (letter knowledge, phonological awareness, early writing) were assessed. Parents were asked to help their children write words. Parents’ writing support was analyzed for both literacy elements (grapho-phonemic and printing support) and emotional elements (positive reinforcement, entry into child’s space, lack of accuracy demands). Results revealed that more severe ADHD symptomology was significantly associated with lower level support, more positive reinforcements, and more instances of entry into the child’s space. Parents’ grapho-phonemic and printing support significantly positively related to children’s literacy skills and their lack of accuracy demands significantly negatively related to children’s literacy skills (except early writing). Finally, beyond children’s age, parents’ writing support explained a significant portion of the variance in children’s letter knowledge and phonological awareness. This initial foray into how parents with ADHD interact with their children surrounding literacy, indicates that these parents may benefit from guidance regarding the importance of their support, and suggests methods for supporting their children’s literacy.