Combining Parent and Child Training for Young Children with ADHD

The efficacy of the Incredible Years parent and child training programs is established in children diagnosed with oppositional defiant disorder but not among young children whose primary diagnosis is attention-deficit/hyperactivity disorder (ADHD). We conducted a randomized control trial evaluating...

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Bibliographic Details
Published in:Journal of clinical child and adolescent psychology 2011-03, Vol.40 (2), p.191-203
Main Authors: Webster-Stratton, Carolyn H., Reid, M. Jamila, Beauchaine, Ted
Format: Article
Language:English
Subjects:
Attention Deficit Disorder with Hyperactivity - psychology
Attention Deficit Disorder with Hyperactivity - therapy
Attention Deficit Hyperactivity Disorder
Behavior modification
Behavior Problems
Behavior Therapy
Child
Child discipline
Child, Preschool
Children
Clinical Diagnosis
Clinical trials
Competence
Control Groups
Emotions
Externalizing behaviour
Faculty
Fathers
Fathers - education
Fathers - psychology
Female
Humans
Hyperactivity
Interpersonal Competence
Interpersonal Relations
Intervention
Language Usage
Male
Medical diagnosis
Mothers
Mothers - education
Mothers - psychology
Observation
Outcomes of Treatment
Parent Child Relationship
Parenthood education
Parenting - psychology
Parenting Styles
Parents & parenting
Peer Group
Problem Solving
Punishment
Self Control
Social Behavior
Social competence
Teachers
Training (programs)
Treatment Outcome
Young Children
Youth
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Summary:The efficacy of the Incredible Years parent and child training programs is established in children diagnosed with oppositional defiant disorder but not among young children whose primary diagnosis is attention-deficit/hyperactivity disorder (ADHD). We conducted a randomized control trial evaluating the combined parent and child program interventions among 99 children diagnosed with ADHD (ages 4-6). Mother reported significant treatment effects for appropriate and harsh discipline, use of physical punishment, and monitoring, whereas fathers reported no significant parenting changes. Independent observations revealed treatment effects for mothers' praise and coaching, mothers' critical statements, and child total deviant behaviors. Both mothers and fathers reported treatment effects for children's externalizing, hyperactivity, inattentive and oppositional behaviors, and emotion regulation and social competence. There were also significant treatment effects for children's emotion vocabulary and problem-solving ability. At school teachers reported treatment effects for externalizing behaviors and peer observations indicated improvements in treated children's social competence.
ISSN:1537-4416
1537-4424
DOI:10.1080/15374416.2011.546044