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 .
Psychosocial Treatment Strategies in the MTA Study: Rationale, Methods, and Critical Issues in Design and Implementation
The Collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder ( ADHD ) , the MTA , is the first multisite , cooperative agreement treatment study of children , and the largest psychiatric/psychological treatment trial ever conducted by the National Institute of Mental Health . It examines the effectiveness of Medication vs. Psychosocial treatment vs. their combination for treatment of ADHD and compares these experimental arms to each other and to routine community care . In a parallel group design , 579 ( male and female ) ADHD children , aged 7–9 years , 11 months , were r and omly assigned to one of the four experimental arms , and then received 14 months of prescribed treatment ( or community care ) with periodic re assessment s. After delineating the theoretical and empirical rationale s for Psychosocial treatment of ADHD , we describe the MTA 's Psychosocial Treatment strategy applied to all children in two of the four experimental arms ( Psychosocial treatment alone ; Combined treatment ) . Psychosocial treatment consisted of three major components : a Parent Training component , a two-part School Intervention component , and a child treatment component anchored in an intensive Summer Treatment Program . Components were selected based on evidence of treatment efficacy and because they address comprehensive symptom targets , setting s , comorbidities , and functional domains . We delineate key conceptual and logistical issues faced by clinical research ers in design and implementation of Psychosocial research with examples of how these issues were addressed in the MTA study
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 .