Format

Send to

Choose Destination
See comment in PubMed Commons below
Nord J Psychiatry. 2012 Apr;66(2):123-30. doi: 10.3109/08039488.2011.641587. Epub 2011 Dec 12.

An efficacy study of a combined parent and teacher management training programme for children with ADHD.

Author information

1
Department of Women's and Children's Health, Specialist Child Health Clinic, Uppsala University Hospital, Uppsala, Sweden. monica.ostberg@telia.com

Abstract

BACKGROUND:

Several parent training programmes and behavioural teacher training programmes built on learning theory have been developed for problem prevention and treatment of attention-deficit/hyperactivity disorder (ADHD) and/or oppositional defiant disorder (ODD) during the last few decades. Group format has often been used for parent training but single-subject designs are more common in teacher training. More studies have focussed on pre-school children than on older children, and a minority have been conducted in public mental health settings.

AIM:

This study aimed to evaluate a combined parent and teacher manual-based group training programme for children with ADHD conducted by the staff at a child and adolescent psychiatric clinic in Sweden.

METHOD:

The intervention was a modified version of Barkley's programme. Children were randomized to an Intervention or a Control group. Sixty-one parents and 68 teachers answered questions about ADHD and ODD symptoms, and about behavioural problems when the study started and at a 3-month follow-up.

RESULTS:

RESULTS showed that the intervention resulted in a reduction of the number of children who met DSM-IV criteria for ADHD and/or ODD. Effects were more pronounced in the home setting than in the school setting, and were further accentuated when both parents and teachers of the same child took part in the intervention. Teachers with more problematic classroom situations benefited most from the intervention.

CONCLUSION:

The programme, "Strategies in Everyday Life", has, in a regular clinical setting, demonstrated promising effects on children's disruptive behaviour, and a clinical implication was to recommend involving both parents and teachers in the programme.

PMID:
22150634
PMCID:
PMC3358125
DOI:
10.3109/08039488.2011.641587
[Indexed for MEDLINE]
Free PMC Article
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Taylor & Francis Icon for PubMed Central
    Loading ...
    Support Center