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

Figures & data

Figure 1. Illustration of the maze, word search and celebrity activities. Young people were able to record what makes them unique and things they are good at in the bottom third of the activity book.

Figure 2. Illustration of how managing ADHD has been approached in the activity book. Young people are able to record their own routine and ways they like to manage their ADHD in the bottom third.

Figure 3. The true or false quiz at the end of the activity book to test the young person’s knowledge of ADHD followed by the checklist of what they have learned and the certificate of completion.

Figure 4. The characters that feature throughout the activity book.

Table 1. Demographic information of participants.

Unique ID	Gender young person	Child age (years)	Adult attending	When child diagnosed with ADHD	Other diagnosis?	ADHD medication prescribed	Medicated for workshop?	SDI
1	F	10	Mother	2019	NF1	Concerta	Y	17, 522
2	M	10	Mother	2016	Processing difficulties	None	N	2, 476
3 (sibling of 2)	F	8		2018	Processing difficulties	None	N	2, 476
4	M	9	Mother	2020	No	None	No	28, 526
5	M	10	Mother	2017	No	Elvanse	Y	15, 509
6	M	11	Mother	2016	No	Elvanse	N	17, 290
7	M	9	Mother	2017	ASD, SPD	Equasim	Y	14, 099
8	F	10	Mother	2015	ASD	Equasim XL	N	17, 403
9	M	10	Mother	2017	N/A	None	N	4, 932
10 (sibling of 9)	F	7		2018	N/A	None	N	4, 932
11	M	10	Mother	2016	N/A	None	N	29, 649
12 (sibling of 11)	F	9		2018	ASD	None	N	29, 649
13	F	10	Mother	2017	NF1	None	N	22, 113

All participants took part in a zoom workshop apart from participant 13 who participated via a phone call. M: Male; F: Female; ASD: Autism Spectrum Disorder; SPD: Sensory Processing Disorder; Y: Yes; N: No; NF1: Naurofibromatosis type 1; SDI: Social Deprivation Index. 1 is indicative of the most deprived area in the United Kingdom and 32844 is the most affluent area in the United Kingdom.

Figure 5. Graphic representation of YP4’s responses.

Figure 6. Graphic representation of siblings YP2 and 3’s responses.