September 2019, Volume 12, Issue 1, 19-25

Received: 26 April 2019

A Combined Model Study: The Needs of Revised: 19 August 2019

Parents of Children with Attention Deficit Accepted: 05 September 2019

ISSN: 1307-9298
Disorder with Hyperactivity (ADHD) in Copyright © IEJEE

Parent Education* www.iejee.com

Cahit Nuria,**, Gönül Akçameteb, Cemaliye Direktörc

DOI: 10.26822/iejee.2019155333

Abstract

ADHD children have some special education needs. Participation of parents in the process plays an essential role in the effectiveness of educa-tion.
Determination of the educational expectations of parents of children with special status in parent education, which is part of lifelong edu-cation, and
preparation of education programs in line with these needs are of great importance for the development of the society. The aim of the research in this
direction is to determine the educational needs of parents with ADHD children. In addition, determining stress and quality of life constitutes the other
sub-objectives of the research. A mixed model is used in the study. Through special education teachers 200 parents (110 mothers and 90 fathers)
were reached. “Beach Centre Family Quality of Life Scale”, “Perceived Stress Level Scale” and “Tool for Determining Parent Needs” were used for
quantitative data. According to the obtained results, the stress level of parents is a significant predictor of quality of life (β=-.204, t= -2.738, p< .01).
Among these parents, semi-structured interviews were held with 15 volunteers. Case study was conducted for qualitative data. The answers given to
the questions in line with the themes formed by the researcher were examined. With qualitative data, it was found that parents felt emotional
disability, had negative experiences with the environment, and that the child had difficulty in solving school problems. In addition, when the responses
were examined, it was seen that participants often needed practical training (f= 12) to solve the problem. When the literature is examined, the
research findings are similar to other findings indicating that having a child with ADHD brings some difficulties. Preparation of education programs
answering to the needs of parents has been proposed.

Keywords: ADHD, Parent, Parent Education, Quality of Life, Stress

Introduction It is known that the parents of children with behavioral prob-

lems suffer more from mental illnesses. Studies show that the
Attention Deficit Disorder with Hyperactivity (ADHD) has frequency of depression in mothers of children with behavioral
claimed a place among the important problems of the fields of disorders is 25 percent (Aydın & Ercan, 2005). In fact, all
psychiatry and education for years as a lifelong disorder. ADHD parents experience the feelings of fear, anxiety, worrisome,
is defined as a neuro-developmental disorder which progresses panic, anger and fatigue during the development of their
with lack of attention, hyperactivity and impulsiv-ity (APA, children as well as many positive feelings. Parents of children
2013). According to DSM-5 (Diagnostic and Statisti-cal Manual with ADHD live these emotions more intensely (Harpin, 2005;
of Mental Disorders, 5th edition) lack of attention and/or Ozerk, Handorff, & Ozerk, 2017). Many par-ents are often at
hyperactivity/impulsivity in children and adolescents requires war with children with ADHD because they do not fully
the common observation of at least 6 symptoms in at least two understand the nature of this disorder (Senol, Işeri, & Kockar,
different social settings, that they continue in an incompatible 2005). Research shows that the stress levels of parents of
manner with development level for at least 6 months, children with ADHD are related to the severity of behavioral
compromise functionality and that these symptoms begin disorders in children with ADHD. McLaughlin and Harrison
before the age of 12 so that a diagnosis can be made. It is (2006) found that the severity of children's de-structive
reported that after the age of 17 at least 5 symptoms should be behaviors influenced the sense of parental compe-tence and
observed in any kind of area (APA, 2013). effective parenting behaviors in the negative di-rection. In
addition, in studies comparing the stress levels of families of
Various studies give the prevalence of ADHD in children and children with normal development with those of ADHD children,
adolescents as 5 to 7.1% and in adults as 2.5 percent (Po- the stress levels of families of ADHD children were found to be
lanczyk et al., 2007; Simon et al., 2009; Willcutt, 2012; Gallo & higher than those of normal-growing chil-dren (Durukan et al.,
Posner, 2016). Davies (2014) reported that ADHD is observed 2008; Johnston & Mash , 2001).
2 to 4 times more in girls than boys due to the late diagno-sis
because of differences in symptoms. Although chang-es can be Problems arise in the harmony with the community of the
observed in the severity and frequency of ADHD symptoms individual who is faced with stressful situations. As seen in
throughout life, it is witnessed that symptoms are mostly children with ADHD; difficulty in following the guidelines,
apparent in pre-school period (Daley et al., 2009; Ozerk, attention problems such as forgetting or losing homework,
Handorff, & Ozerk, 2017) and that they continue in adulthood in focusing on school work, behavioral problems that can be
ratios up to 50 percent (Spencer et al., 2007; Geissler & Lesch, experienced in friend relationships, and impulsive situations
2011). that can result in injuries can be a source of stress in their
families (McCleary, 2002). In such confrontational situations,

*This article was based on Cahit Nuri’s Ph.D. Thesis.

Corresponding Author: Cahit Nuri, Department of Special Education, Faculty of Education, Cyprus International University, 99138 Nicosia (via
a,**

Mersin 10 Turkey), North Cyprus. E-mail: [email protected]

bGönül Akçamete, Department of Special Education, Faculty of Education, Near East University, 99138 Nicosia (via Mersin 10 Turkey), North
Cyprus. E-mail: [email protected]
cCemaliye Direktör, Departman of Psychology, Faculty of Art and Science, European University of Lefke, 99728 Lefke, (via Mersin 10 Turkey), North
Cyprus. E-mail: [email protected]
© 2019 Published by T& K Academic. This is an open access article under the CC BY- NC- ND license. (https://creativecommons.org/licenses/by/4.0/)
 September 2019, Volume 12, Issue 1, 19-25

the individual's harmony with the community is compro- children with ADHD using a combined model which in-
mised (Terzi & Cankaya, 2006). terpreted the results obtained from both qualitative and
quantitative data (Johnson & Christensen, 2008). Relation-al
Literature search indicates that the severity of behavioral scanning model was used for quantitative data and case
disorders in children is an important factor for stressful study analysis was used for qualitative data.
situations. Families of children with ADHD have higher levels
of stress than do children of normally developing children Study Group
(McCleary, 2002). In a study by Xiang, Luk and Lai (2009),
the life quality of children with ADHD was found to be lower The study group of the research consisted of mothers (n=
in the psychological, social, physical, and envi-ronmental 110) and fathers (n= 90) of children with ADHD from the
contexts than the children of normal develop-ment children. Turkish Republic of Northern Cyprus (n= 200). The re-
In addition, many studies have focused on the mothers' search group was selected based on the purposive sam-
stress levels of children with ADHD. Mothers of ADHD pling method. Semi-structured interviews were held with 15
children are more likely to be affected psycho-logically in people who were voluntary.
years than the parents of normally developing children
(Fischer, 1990). The notion of "Family Life Quality" deriving Data Collection Tools
from the concept of quality of life is defined as a personal
perception of how much satisfaction is achieved by being Beach Centre Family Quality of Life Scale (BCFQLS)
together with the family (Nuri, Akcamete, & Di-rektor, 2019;
Park Hoffman, Marquis, Turnbull, Poston, Mannan, Wang, & BCFQLS was developed by the Kansas University Beach
Nelson, 2003; Turnbull, Turbiville, & Turnbull, 2000). Centre on Disability (Beach Centre on Disability, 2006)
(Hoffman, Marquis, Poston, Summers, & Turnbull, 2006).
According to Schalock and Verdugo-Alonso (2002), the cri- The adaptation to Turkish, reliability and validity studies of
terion of the quality of life of an individual is related to his/ the scale were conducted by Meral and Cavkaytar (2013).
her family by nature. The importance of family increases for BCFQLS provides information on the basis of “satisfaction”
individuals with special needs (Seltzer, Floyd, & Hindes, and “importance” perception in regard to the entire family
2004; Nuri, Akcamete, & Direktor, 2019). Participation of quality of life (25 questions, Cronbach’s alpha= .94) and
parents in the process is the subject of special education “Family interaction (6 questions, Cronbach’s alpha= .92)”,
services. This process requires arrangements to deter-mine “Parenting (6 questions, Cronbach’s alpha= .88)”, “emo-
appropriate services taking into account the needs of both tional well-being (4 questions, Cronbach’s alpha= .80)”,
the child and the family. For this effect, it is es-sential to “Physical/material well-being (5 questions, Cronbach’s
have data related to the characteristics of the family alpha= .88)” and “disability-related support (4 questions,
(Cavkaytar, Batu, Kartal, Cetin, & Gullupınar, 2004). The Cronbach’s alpha= .92)” (Akın, Abacı, & Cetin, 2007).
type of disability, the grade, the socio-economic level of the
parents, the age and the support they receive influ-ence Perceived Stress Scale (PSS)
their parents' feelings and behaviors (Aysan & Oz-ben,
2007; Nuri, 2017). The perceived stress scale (PSS) was developed by Cohen,
Kamarck and Mermelstein (1983). Higher scores indicate
ADHD is one of the most important problems of the fields of higher levels of stress. In the Turkish adaptation of the
child psychiatry and child education. Despite the fact that the scale, the internal consistency coefficient was found as .84
treatment is easy to answer, the difficulty of both the family and the test-retest reliability coefficient was reported as .87
and the teachers is increasing the importance of family and (Eskin, Harlak, Demirkıran, & Dereboy, 2013).
teacher education. Ensuring integrity in the effectiveness of
special education is of great importance. The family is at the Tool for Determining the Needs of Parents
center of this wholeness (Nuri, 2017). While mothers of
children with developmental disabili-ty indicated that It was developed by Bailey and Simeonsson in 1988 with the
negative impacts, family problems and stress are reduced purpose of determining the needs of parents. Cavkay-tar,
after family support programs, they also stated that quality of Ardıc and Aksoy (2014), calculated the item-total score
life of the family increased (Feldman & Werner, 2002). For correlation and test-retest reliability using all items in or-der
this reason, ensuring that the members of family reach to determine Cronbach alpha coefficient is .91. As a result of
accurate information in the shortest time possible after the the analysis conducted in order to determine the reliability
diagnosis is made on the children will make sure that the and validity of AGBA, it has been seen that the tool is
family becomes more de-vised in the face of the situation reliable on the basis of item-total correlation, high-est score
which causes stress. and test-retest reliability. The tool for determin-ing family
needs consists of two sections. In the first sec-tion, there are
It is necessary to investigate the problems and needs of the four sub-scales expressing different needs of parents and 29
parents when determining what support will be given to their items in total in these four sub-scales. In the scale, there are
parents (Natale & Lubniewski, 2018). Studies con-ducted 29 items in total: 7 items expressing the need for explaining
with parents have been seen to be very limited. In this study, the community, 10 items express-ing need for information, 6
it was aimed to determine the relationship between the items expressing material needs, and 6 items expressing
quality of life and stress level of parents with ADHD children general support and social service needs. Each item in the
and the needs of parents in order to con-tribute to their lives first section is answered as Yes (3), Not sure (2) and No (1).
and children. It is thought that it will make a great
contribution to the future studies because of the information
obtained about the parents with the results to be obtained. Interview Form

It is stated that despair, shame, sorrow, anxiety and de-

Method pressive symptoms are observed among the parents of
individuals with special needs (Dalbudak, Evren, Evren,
In order to ensure the validity and reliability of the data, & Ozen, 2017). The parents of children with ADHD suffer
combined study model was used which consisted of mul- from more stress and feel self-inefficacy as the care re-
tiple data collection techniques (Kose, 2010). The purpose quirements of children increase in childhood. As a result,
here was to examine the education needs of parents of they report more psychopathologies compared to other
children (Durukan et al., 2008). In accordance with the ob-
20
 The Needs of Parents of Children with ADHD / Nuri, Akçamete & Direktör

jective of the study, a semi-structured interview form was can be expressed that 25% of the variance related to in-
prepared consisting of 7 open-ended questions in order to adequate self-efficacy is explained by the family quality of
obtain qualitative data so as to identify the problems and life sub-dimensions. Independent examination of the sub-
difficulties experienced by parents. dimensions of family quality of life show that family
interaction and physical/material well-being are not signif-
Table 1. Family Interview Questions icant predictors of inadequate self-efficacy, whereas the
1.What are the attention and/or behavioral problems that you emotional well-being (β= -.204, t= -2.738, p< .01), parenting
observe in your children which make you sad and uncomfortable? (β=-.266, t= -2.421, p> .05) and disability-related support
Why do these behaviors make you sad? (β=.201, t= 2.433, p> .05) sub-dimensions are predictors of
2.How do you react when your child displays lack of attention / inadequate self-efficacy.
hyperactivity behaviors?
Table 4. Multiple regression results of stress perception
2.1 How does your spouse react?
Standard Partial
3.What are the positive behaviors of your child? How do you react Variable B β t p
error r
when he/she displays positive behavior?
(Constant) 29.832 1.150 25.942 .000
4.In this process how was your relations, friendship and neighbor-
hood relations affected? What changed in your life? Family
-.402 .061 -.590 -6.632 .000 -.430
5.What are the difficulties you experienced related to school (school interaction
life, homework assignments, relations with friends etc.)? Parenting -.046 .061 -.066 -.750 .454 -.054
6.Have you ever received education / psychological support for Emotional
dealing with the problem of your child? What use was this support? -.252 .063 -.240 -4.027 .000 -.278
well-being
7.If you have not received any support, what kind of education/sup- Physical/
port do you think you need? material .080 .053 .099 1.503 .134 .107
well-being
Findings Disability-re-
.246 .083 .196 2.968 .003 .208
lated support
The results of the study related to quantitative and quali-
2 2
R= .720, R = .518, Adapted R = .506, F(5,194)= 41.717, p= .000
tative data are provided below in order.

Table 2. Descriptive Statistics for Identifying Requirements An examination of the multiple regression results con-
cerning stress perception (Table 3), shows that the family
Min. Max. M S interaction, parenting, emotional well-being, physical/ma-
Material 6 18 8.51 2.91 terial well-being and disability-related support sub-dimen-
Information 10 30 22.85 5.20
sions predicted stress perception together. R= .720, R2=
.518, F(5,194)= 41.717, p< .001. It can be expressed that 52%
Explaining to the community 7 21 11.02 3.26
of the variance related to stress perception is explained by
General support-social services 6 18 7.87 1.85 family quality of life sub-dimensions. Independent ex-
amination of the sub-dimensions of family quality of life
An examination of the findings related to quantitative data shows that family interaction (β= -.590, t= -6.632, p<.001),
shows that the need with highest frequency of parents is emotional well-being (β= -.240, t= -4.027, p< .001) and
information. When Table 2 is examined, it can be seen that disability-related support (β= .198, t= 2.968, p< .01) are
the Information Requirement mean score of parents is high significant predictors of stress perception, whereas the
(22.25 ± 5.20) and Explaining to the community mean parenting (β= -.066, t= -.750, p> .05) and physical/material
scores (11.02 ± 3.26) is also considerably high. It has been well-being (β= .099, t= 1.503, p> .05) sub-dimensions are
found out that the two other dimensions of measur-ing tool, not predictors of stress perception.
namely Material requirements (8.51 ± 2.91) and General
support and Social services (7.87 ± 1.85) are not needed. Results Related to Qualitative Data

In-depth analysis of the problems and needs of parents of

Table 3. Results of multiple regression analysis on the inad- children with ADHD is among the objectives of this study. In
equate self-efficacy sub-dimension, which is a sub- this line, questions prepared by the researchers were asked
dimension of the perceived stress scale to 11 females and 9 males, making a total of 15 people. The
Standard Partial results related to the case study analysis are presented.
Variable B β t p
error r
(Constant) 27.987 1.287 21.746 .000
Case study analysis was conducted for qualitative data. The
Family answers given to the questions were examined in ac-
-.113 .068 -.185 -1.662 .098 -.119
interaction cordance with the themes constructed by the researcher.
Parenting -.166 .069 -.266 -2.421 .016 -.171 The obtained data were analyzed using content analysis
Emotional
method. The answers given to the semi-structured ques-
-.192 .070 -.204 -2.738 .007 -.193 tions were used to create meaningful groups and thus
well-being
categories were formed. The data were coded according to
Physical/ the categories. Some parents displayed more than one
material .048 .059 .067 .809 .419 .058
well-being
code; as a result, frequencies of the categories determined
are presented according to the codes of parents. The cod-
Disability-re-
.226 .093 .201 2.433 .016 .172 ings are organized according to the content and presented
lated support by making direct citations. The names of participants were
2 2
R= .497, R = .247, Adapted R = .227, F(5,194)= 12.715, p= .000 held confidential according to ethical principles and letters
and numbered were used for codes.
An examination of the analysis results shows that (Table
3) the family interaction, parenting, emotional well-be-ing, Validity. Data obtained from the participants were written in
physical/material well-being and disability-related support detail and the manner with which these results are ob-tained
sub-dimensions are predicted with inadequate is explained in detail. The opinions of parents in-terviewed
self-efficacy. R= .497, R2= .0247, F(5,194)= 12.715, p< .001. It were directly provided so as to ensure validity.

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 September 2019, Volume 12, Issue 1, 19-25

Reliability. Researchers abstained from directing the inter- A15. “How can I concentrate his attention more? I am tired of his
viewees during interviews. In order to ensure the reliabili-ty groundless and timeless speeches and unnecessary ques-
of the coding used in the study, 6 data randomly select-ed tions. I am using some methods such as rewarding but I fail.”
from 15 papers were coded separately by researchers and
the reliability between two coders was calculated. The Their reactions towards the positive behaviors of their
consistency was estimated as 80 percent. children have also been observed. It is determined that in-
terviewees frequently find their sharing behavior positive and
One of the questions prepared by researchers, opinions reward it (f= 14). One interviewee stated that his child did
concerning medicine usage, was examined. In this line, it not have any positive attitude.
was found out that interviewees were unwilling to use
A7. “He is very well in sharing. He loves sharing. I say, “well
medicine (f= 4) and anxious about the possible harms that
done”. I appreciate behavior.”
can be done to their children (f= 9). In addition, it was ob-
served that some participants stated that they used it as A9. “Him knowing to share with his friends. I say, “well
they felt obligation and as it provided some benefits (f= 2). done, mummy” and kiss him.”

A1. “We are personally against medicine. But due to hyperac- A10. “Not much happened. His not listening is what I com-
tivity and attention disorder we are giving the medicine due to plain most. I give both punishment and reward, but I cannot
the recommendation and follow-up of the doctor. As for say that it works. I do not know how to solve it.”
difficulties, as the case in every medicine, its side effects.”
Mothers attended qualitative study. Fathers were not vol-
A3. “We fear from the side-effects of the study and are
untary for the interview. When asked about the reaction of
having difficulties in taking it.”
the spouse, most answers showed that they did not show
A4. “From the very beginning I do not want him to sue the interest (f= 12). In addition, two interviewees said that the
medicine at all. We did not have any difficulty in using it. But father was too authoritarian and gave harsh reactions,
I fear from filling with chemical medicine the mechanism of whereas one interviewee said that the father had more
a child at this small age.” moderate approaches and was supportive.
A12. “He can do his homework better when he takes medi-
A5. “My husband does not give reaction as he does not
cine. We do not have problems as he uses it during school
inter-est himself much in the child. He acts unlabored.”
time. He does not use it during vacations.”
A8. “My husband does not show much interest. He has a
An examination of the answers given to the questions on lack of authority in the father.”
problems experienced at school, being unwilling to do
homework (f= 8), not being able to study (f= 4), negative A11. “Our father is an authority. He usually shouts. He only
relations with peers (f= 3) and behavior problems (f= 3) fears from his father.”
come to the forefront. One participant stated that he did not A14. “I lose my nerves, but his father is very understanding.
have any school problems due to special education support He tries to teach what he has to do with the utmost patience.
whereas another interviewee stated that he was anxious He is also very supportive for me. He takes away lots of load.”
about his child receiving special education and that his child
was not safe. Another question was about how the family was affected by
ADHD. An examination of the relations with the com-munity
A5. “Classroom teachers put pressure to ensure that he did not
showed that almost all had difficulties and prob-lems with
use medicine. In addition, he was subjected to the same
education and teaching with his peers. It tired me a lot. I also
the community. One interviewee added finan-cial troubles as
had difficulty in making him do his homework assignments.” well.

A6. “He did not want to go to school and he could not get on A2. “In the beginning my family did not know what kind of
well with his classmates. Due to shyness he did not have dis-order this was. I was tired of trying to explain. They
any friends.” thought that my child was naughty. My life became so
exhausting. I am having difficulty in sparing time to myself.”
A8. “He never wants to do homework alone. He does not
want to read. I always punish him by confiscating his phone. A5. “He does not get on well with the kids of the neighbor. I
But it does not work.” was too affected by the neighbors. I do not go to the neigh-
bors due to the problems of my child. We had financial diffi-
A13. “He does not want to do homework. He always yells culties. I am feeling exhausted and fatigued spiritually.”
and shouts. He throws books and notebooks.”
A9. “His hyperactivity causes problems. He is labelled as
Parents were also asked about how they reacted towards naughty. And this tires me a lot. I do not want to go any-
the negative behaviors of their children and, as a result, the where.”
effect on behavior control as parents. Interviewees stated A13. “My friends did not want to come and visit us. I began
that they lost their nerves when they witnessed hy- to get tired more. I had difficulties in completing my house-
peractivity and not listening (f= 13). It was observed that work.”
some interviewees felt sorry (f= 1) and tired (f= 3). It has
been found out that interviewees felt themselves inade- Finally, the expectations of the interviewees from the ed-
quate in controlling behaviors (f= 15). ucation were asked. An examination of the answers given
shows that the interviewees frequently needed a practical
A2. “His exclusion from the community. I am very sad that training aiming at solving problems (f= 12). Two of these
he loses his self-confidence. I find it difficult to voice over. interviewees demanded a fast education on problem-solv-
He does not listen to anyone but me. Our first method is
ing. In addition, some interviewees requested information on
talking. When we get beyond it, we prefer punishment or
depriving him off his favorite things.”
ADHD and its process (f= 3). Two participants stated that
they were open to all kinds of education which would help.
A8. “He sometimes jumps on armchairs. I always give him ver- One interviewee explained that she needed an edu-cation
bal directions like sit down or don’t. I get angry. I always give on turning peer relations into positive and eliminat-ing
some directions. Then I get angry when they are not followed. anxieties for the future.
For example, when I say leave the phone I have to say it 10
times. I want to have more rest. I am losing my nerves.”

22
 The Needs of Parents of Children with ADHD / Nuri, Akçamete & Direktör

A2. “I would expect it to be helpful in producing solutions to served that the stress level of parents who participated in
problems with contemporary methods. I would like to be the study is high whereas their family quality of life scores is
more knowledgeable on ADHD. I would suffer from indeci-
low.
siveness concerning school selection.”

A6. “I am ready to do whatever is useful for this kind of chil- According to the results of the multiple regression analysis
dren.” which was conducted within the framework of the objec-tive
of the study, it was seen that the family quality of life level
A8. “How will I rule the roost. I can intervene in how to pre-vent predicted the perceived stress level of parents. It has been
his childish behaviors. Giving information on how he will found out that 52% of the variance concerning stress
communicate with his friends. How will he have a profession. I
perception could be explained with family quality of life.
am anxious on what to do if he goes to secondary school.”
Individual examination for sub-dimensions showed that
A10. “Giving seminar and follow-up to parents. It must be a family interaction, emotional competence and support
practical seminar.” perception concerning incompetency were each predic-tors
of the stress level (Nuri, Akcamete, & Direktor, 2019). A
A11. “I would prefer a didactic and expert education on how study which was conducted on parents with autistic chil-dren
to answer all problems experienced until today. A team displayed that, similar to the results of this research,
which would closely follow and direct our life and the
perceived stress and social support critically predicted
education of my child…”
quality of life (Lu, Wang, Lei, Shi, & Jiang, 2018; Nuri, Rusti-
A13. “I need education on how to impose limits on my oglu, & Piskin-Abidoglu, 2018, Nuri, Akcamete, & Direktor,
child.” 2019).

A12. “I would like to rapidly solve the problems that I In conclusion, it has been found out that parents with ADHD
encoun-ter. Making him do his homework, making him children needed information, social support and practical
study, what should I do when he does not listen to me, I
education which would support the acquisitions of the child.
would like to know.”
In addition, it is also concluded that high stress level affected
Discussion the quality of life scores of parents in negative direction
(Nuri, Akcamete, & Direktor,2019). These findings indicated
ADHD is labeled as the common problem of several dis- the necessity of devising family support programs which
ciplines. The leading of these disciplines are education, would increase the quality of life and decrease the stress
psychology and psychiatry. All interventions with ADHD level of parents taking their needs into consideration. The
children require the participation of family members. This fact that the research was limited with parents of children
study was conducted with the purpose of determining the with ADHD restrained the possibilities of making comparison
stress level, quality of life and needs of parents and it found with other education groups. However, the limitation of
out that parents especially needed to be more studies conducted with parents of children with ADHD
knowledgeable about ADHD. In addition, it was deter-mined increases the importance of the study in that it provides a
that they had difficulty in explaining the special situation of vision concerning what these families go through. The
their children to other individuals in social life. Terzi and obtained results showed that more studies should be
Cankaya (2006) reported that impulsivity concerning ADHD conducted on the parents of children with ADHD and
caused parents to experience difficul-ties in adapting to the practical studies which reveal the difficulties of ADHD
community. Nuri (2017) stated that the type of inability of families in effective parenting or inte-grated education
children could make a difference in the requirements of programs would make essential contri-bution to the field. In
parents. One study conducted with the parents of children addition, it was recommended that programs should be
who receive inclusion education reported that parents mostly devised to remedy the deficiencies in the supports given to
needed social support, infor-mation, assistance and families in the field of application which would be tested
adaptation (Tekinarslan, Sivrikaya, Keskin, Ozlu, & Ucar- experimentally.
Rasmussen, 2018). The need for in-formation is similar in
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Impulsivity or destructive behaviors of children negatively babaların yasam kalitesine iliskin degiskenlerin
affect the competence in the sense of parenting of par-ents incelenmesi. Dokuz Eylul Universitesi, Buca Egitim
(McLaughlin & Harrison, 2006). Stress and quality of life also Fakultesi Dergisi, 22, (1 – 6).
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Cavkaytar, A., Ardıc, A., & Aksoy, V. (2014). Aile gereksinim-lerini
Tannock and Marton (2013) displayed that ADHD symptoms
created intense stress on family members. Munoz-Silva, belirleme aracının geçerlik ve guvenirliginin
Lago-Urbano, Sanchez-Garcia and Carmo-na-Marquez guncellenmesi. Ankara Universitesi Egitim Bilimleri
(2017) revealed that social support percep-tion affected the Fakultesi Ozel Egitim Dergisi, 15(2), 1-12.
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with ADHD children suffered from more stress compared to Cavkaytar, A., Batu, S., Kartal, B., Beklan-Çetin, O. & Gul-
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