Article

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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    • "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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    • "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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