In this latter study , outcomes were better for girls and for children on medication .
Positive results on an inventory of child behaviour problems were reported for one small study ( n = 24 ) with the caveat that results were only positive when parent training was delivered to individuals and not groups .
Results for this outcome from a small study ( n = 24 ) suggested a long-term benefit for mothers who received the intervention at an individual level ; in contrast , fathers benefited from short-term group treatment .
Parent training may have a positive effect on the behaviour of children with ADHD .
It may also reduce parental stress and enhance parental confidence .
BACKGROUND Attention Deficit Hyperactivity Disorder ( ADHD ) is a neurodevelopmental disorder characterised by high levels of inattention , hyperactivity and impulsivity that are present before the age of seven years , seen in a range of situations , inconsistent with the child 's developmental level and causing social or academic impairment .
Parent training programmes are psychosocial interventions aim ed at training parents in techniques to enable them to manage their children 's challenging behaviour .
OBJECTIVES To determine whether parent training interventions are effective in reducing ADHD symptoms and associated problems in children aged between five and eigtheen years with a diagnosis of ADHD , compared to controls with no parent training intervention .
Parent training for Attention Deficit/Hyperactivity Disorder: is it as effective when delivered as routine rather than as specialist care?
BACKGROUND The effectiveness of parent training ( PT ) when delivered as part of specialist tier-two services for preschool AD/HD children has been recently demonstrated . AIMS To assess the effectiveness of the same PT programme when delivered as part of routine primary care by non-specialist nurses . METHOD A sample of 89 3-year-old children with preschool AD/HD took part in a controlled trial of an eight-week ( one hour a week ) , health visitor delivered , PT package . Children , allocated r and omly to PT ( n = 59 ) and waiting list control ( WLC ; n = 30 ) groups , were compared . RESULTS PT did not reduce AD/HD symptoms . Maternal well-being decreased in both PT and WLC groups . CONCLUSIONS While PT is an effective intervention for preschool AD/HD when delivered in specialized setting s , these benefits do not appear to generalize when programme are delivered as part of routine primary care by non-specialist nurses
In this latter study , outcomes were better for girls and for children on medication .
Positive results on an inventory of child behaviour problems were reported for one small study ( n = 24 ) with the caveat that results were only positive when parent training was delivered to individuals and not groups .
Results for this outcome from a small study ( n = 24 ) suggested a long-term benefit for mothers who received the intervention at an individual level ; in contrast , fathers benefited from short-term group treatment .
Parent training may have a positive effect on the behaviour of children with ADHD .
It may also reduce parental stress and enhance parental confidence .
BACKGROUND Attention Deficit Hyperactivity Disorder ( ADHD ) is a neurodevelopmental disorder characterised by high levels of inattention , hyperactivity and impulsivity that are present before the age of seven years , seen in a range of situations , inconsistent with the child 's developmental level and causing social or academic impairment .
Parent training programmes are psychosocial interventions aim ed at training parents in techniques to enable them to manage their children 's challenging behaviour .
OBJECTIVES To determine whether parent training interventions are effective in reducing ADHD symptoms and associated problems in children aged between five and eigtheen years with a diagnosis of ADHD , compared to controls with no parent training intervention .