The role of parent training in treatment of preschoolers with ADDH. American Journal of Orthopsychiatry, 62, 397-408

Children's Hospital of Eastern Ontario, Ottawa.
American Journal of Orthopsychiatry (Impact Factor: 1.5). 08/1992; 62(3):397-408. DOI: 10.1037/h0079356
Source: PubMed

ABSTRACT The efficacy of group parent training was assessed in improving compliance and time on task in preschoolers with attention-deficit disorder with hyperactivity. Positive effects were obtained on measures of child compliance, but not on measures of attention. Parental compliance-management skills and overall style of interaction were also positively affected. The use of parent training for early intervention with ADDH children is discussed.

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    • "Other studies about non-pharmacological interventions support the notion that early life socio-environmental actions to minimize the ADHD symptoms would prevent long-term difficulties for the 'normal' development of the child [22] [28] [43] [44] [47]. For example, parent interventions demonstrated to be useful in minimizing the ADHD symptoms [22] [43] [47] in addition to school-oriented programs [44] and other psychological interventions [22]. ADHD is associated with impairments in the fronto-striatalbasal ganglia neurocircuitry [9]. "
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    ABSTRACT: We studied the associations between Attention Deficit Hyperactivity Disorder (ADHD) symptoms and the neurobehavioral status in two population-based birth cohorts. Children (n=467) were assessed by psychologists and teachers for neuropsychological functioning (McCarthy Scales, MCSA), inattention-hyperactivity symptoms (ADHD-DSM-IV form list) and social behavior (California Preschool Social Competence Scale, CPSCS). Regression models were used with covariate adjustment. Sixteen percent of children had ADHD-DSM-IV symptoms. MCSA scores were linearly associated with ADHD symptom scores (general cognitive Beta=-0.6 [-1.0; -0.3] per symptom), specifically inattention scores (general cognitive Beta=-1.8 [-2.3; -1.2]). CPSCS scores were associated with ADHD symptoms (Beta=-2.19 [-2.5; -1.9]). MCSA scores of executive function, perceptive-performance and quantitative sub-areas had stronger associations with ADHD symptoms. Preschooler ADHD symptoms are associated with concurrent decrements in neurocognitive and social competence functioning. The association patterns are similar to those found in older children with ADHD symptomology (Marks et al., 2005 [36], Seidman, 2006 [46], Sonuga-Barke et al., 2003 [48], Yochman et al., 2006 [53]).
    European Psychiatry 09/2011; 26(6):381-9. DOI:10.1016/j.eurpsy.2010.03.013 · 3.21 Impact Factor
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    • "For example, studies of behavioral parent training (BPT) for ADHD have demonstrated improvements in ADHD symptoms (Anastopoulos, Shelton, DuPaul, & Guevremont, 1993; Sonuga-Barke, Daley, Thompson, Laver-Bradbury, & Weeks, 2001; Cunningham, Bremner, & Boyle, 1995), as well as cooccurring oppositional problems and impairment in children (Erhardt & Baker, 1990; Pisterman et al., 1989; Pisterman et al., 1992). BPT also improves parental functioning (e.g., decreased stress, enhanced competence) (Anastopoulos et al., 1993; Pisterman et al., 1992; Sonuga-Barke et al., 2001). Moreover, behavior contingency management in the classroom yields improvements in teacher reports of children's functioning, observed behavior of children with ADHD in the classroom setting, as well as better academic productivity (Abramowitz, O'Leary, & Rosen, 1987; Fabiano et al., 2007; Pelham, Jr. et al., 1998; Hoffman & DuPaul, 2000). "
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    ABSTRACT: Attention-deficit/Hyperactivity Disorder (ADHD) is characterized by a pervasive pattern of developmentally inappropriate inattentive, impulsive and hyperactive behaviors that typically begin during the preschool years and often persist into adulthood. The most effective and widely used treatments for ADHD are medication and behavior modification. These empirically-supported interventions are generally successful in reducing ADHD symptoms, but treatment effects are rarely maintained beyond the active intervention. Because ADHD is now generally thought of as a chronic disorder that is often present well into adolescence and early adulthood, the need for continued treatment throughout the lifetime is both costly and problematic for a number of logistical reasons. Therefore, it would be highly beneficial if treatments would have lasting effects that remain after the intervention is terminated. This review examines the burgeoning literature on the underlying neural determinants of ADHD along with research demonstrating powerful influences of environmental factors on brain development and functioning. Based upon these largely distinct scientific literatures, we propose an approach that employs directed play and physical exercise to promote brain growth which, in turn, could lead to the development of potentially more enduring treatments for the disorder.
    Neuroscience & Biobehavioral Reviews 01/2011; 35(3):621-34. DOI:10.1016/j.neubiorev.2010.07.006 · 10.28 Impact Factor
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    • "The present study found a large ES (ES = 0.90) for social skills. This parallels the findings of Pisterman et al. (1992), who found that psychosocial treatments improve the peripheral features of the disorder. Such findings suggest that combined treatment may better address both core and peripheral features of ADHD. "
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    ABSTRACT: Meta-analytic procedures are used to review the literature of combined treatments of psychosocial and pharmacological treatments for children diagnosed with ADHD. Eight combined treatment studies meet specific inclusion and exclusion criteria regarding the core and peripheral features of the disorder. The results of this study highlight the individual and average effect sizes within the categories of inattention, hyperactivity, impulsivity, social skills, and academics. These findings are compared with the effect sizes of meta-analytic findings previously reported in the pharmacological literature. The results reveal large effect sizes for the core features of the disorder and the peripheral feature of social skills. A small effect size is found for the peripheral feature of academics. Findings are discussed in light of the paucity of included studies focused on combined treatments for ADHD.
    Journal of Attention Disorders 03/2007; 10(3):239-50. DOI:10.1177/1087054706289934 · 2.40 Impact Factor
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