Additive effects of psychostimulants, parent training, and self-control therapy with ADHD children
ABSTRACT Utilizing a double-blind, placebo design, the effects of a high (0.8 mg/kg) and a low (0.4 mg/kg) dose of methylphenidate alone and in combination with behavioral parent training plus child self-control instruction were evaluated with 96 attention deficit hyperactivity disorder children. No evidence of the superiority of the combined conditions relative to medication alone was found. Some limited support was found for the hypothesis that the effects of a high dose of psychostimulant medication could be achieved by combining the low dose with a behavioral intervention. The importance of the latter finding is highlighted by the fact that both the benefits and untoward effects of the psychostimulants appear to increase with the dose.
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- "Studies focused on the efficacy of stimulant treatment, psychosocial treatments, combination of medication and psychosocial treatments, and the multimodal studies showed conflicting results. Some studies found superiority of pharmacological treatment over psychosocial treat-ment/ multimodal intervention in reducing core symptoms of ADHD, behavioural problems, academic performance and social skills     while others found vice versa   . "
ABSTRACT: Background: To find the efficacy of multimodal intervention on attention deficit and hyperactivity, behavioral prob-lems in home and school situations and on academic achievement of children with ADHD and the impact of family stress and coping on the outcome of multi-modal intervention. Method: A sample (N = 40) of children aged 5 -10 years registered in the Child and Adolescent Mental Health Unit (CAMHU) with a diagnosis of ADHD (on the ICD-10) with or without comorbidity were randomly allocated to one of two groups: Group I (medical management with parent counseling, N = 20) or Group II (multimodal intervention (routine medical management, parent training and attention enhancement training), N = 20). Assessments (pre-assessment, re-assessment at one month and post assessment after 10 weeks) were carried out by investigator, parent, teacher and blind rater. Results: Significant improvement was noticed for both groups but multimodal intervention was superior to routine medical management and parent counselling in reducing ADHD symptoms, behavioural problems at home and school, and in improving academic performance. Effect size estimates and the rates of clinically significant change also supported this finding. Parental stress did not predict the outcome of intervention. Conclusions: Multimodal intervention was found to be promising in the treatment of ADHD.Journal of Behavioral and Brain Science 01/2012; 02(01). DOI:10.4236/jbbs.2012.21014
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- "The sample size is calculated on the basis of a type I error (α) of 5% and a type II error (β) of 20%, thus a power of 80%, and an allocation ratio of 1:1. With a clinically relevant difference of a score of 4 between the experimental intervention group and the control group on the Conners 3rd Edition Rating Scale 'hyperactivity-impulsivity' sub index (primary outcome) and an assumed standard deviation of 5 on the same scale [45,46], a sample size of 26 participants in each group is needed. This corresponds to a total of 52 participants to be randomised. "
ABSTRACT: Children with attention deficit hyperactivity disorder (ADHD) are hyperactive and impulsive, cannot maintain attention, and have difficulties with social interactions. Medical treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social-skills training may benefit ADHD children in their social interactions. We want to examine the effects of social-skills training on difficulties related to the children's ADHD symptoms and social interactions. The design is randomised two-armed, parallel group, assessor-blinded trial. Children aged 8-12 years with a diagnosis of ADHD are randomised to social-skills training and parental training plus standard treatment versus standard treatment alone. A sample size calculation estimated that at least 52 children must be included to show a 4-point difference in the primary outcome on the Conners 3rd Edition subscale for 'hyperactivity-impulsivity' between the intervention group and the control group. The outcomes will be assessed 3 and 6 months after randomisation. The primary outcome measure is ADHD symptoms. The secondary outcome is social skills. Tertiary outcomes include the relationship between social skills and symptoms of ADHD, the ability to form attachment, and parents' ADHD symptoms. We hope that the results from this trial will show that the social-skills training together with medication may have a greater general effect on ADHD symptoms and social and emotional competencies than medication alone. ClinicalTrials (NCT): NCT00937469.Trials 01/2011; 12(1):18. DOI:10.1186/1745-6215-12-18 · 2.12 Impact Factor
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- "Horn et al., 1990 Not specified. Horn et al., 1991 " Because of poor participation on the fathers in both the assessments and the treatment groups, only mothers' data are presented here. Two exceptions were divorced fathers who were the primary caregivers for their child " (p. "
ABSTRACT: Research on parenting has generally focused on mothers, with fathers' parenting approaches and interventions for fathers being relatively less studied. To investigate the involvement of fathers in behavioral parent training (BPT), the literature on BPT for attention-deficit/hyperactivity disorder (ADHD) was reviewed. A systematic review of this literature (N = 32) indicated that the majority of research studies are composed of mothers as participants in treatment and raters of outcome (87% of reviewed studies did not include information on father-related outcomes). Present barriers to father participation in BPT (e.g., content of classes, characteristics of fathers) are discussed. Strategies for increasing father participation are offered and include establishing the expectation that fathers will be involved in treatment at initial clinical contacts, collecting treatment-related information from both parents, conducting BPT classes that focus on issues of direct relevance to fathers, and integrating parent-child interactions in recreational settings into BPT programs.Journal of Family Psychology 01/2008; 21(4):683-93. DOI:10.1037/0893-3184.108.40.2063 · 1.89 Impact Factor