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 .
Behavioral, situational, and temporal effects of treatment of ADHD with methylphenidate.
OBJECTIVE To determine the behavioral , situational , and temporal effects of 4 months of methylpheni date ( MPH ) treatment for attention-deficit hyperactivity disorder ( ADHD ) . METHOD Ninety-one children with ADHD were r and omly assigned to receive either MPH ( titrated to a target dose of 0.7 mg/kg twice a day ) or a placebo . Treatment effects were investigated with measures sensitive to various behaviors ( core and associated symptoms ) , situations ( home and school ) , time periods ( morning and afternoon , after reaching the target dose , and after 4 months of treatment ) , and side effects . RESULTS MPH treatment improved symptoms of ADHD and oppositional behavior at school , both in the morning and afternoon , but not at home . Side effects ( increase in physiological and effective symptoms , lack of weight gain ) were significantly more frequent with MPH than with placebo treatment . Benefit was evident after titration , but the onset of some side effects was delayed . Side effects were reported by parents but not by teachers . CONCLUSIONS Positive effects of MPH on behavior are evident in the classroom , but with MPH given twice daily , parents do not report that MPH improves behavior at home . Greater impact on home behavior may require three times daily MPH and combined treatments
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 .