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 .
Treatment of attention deficit hyperactivity disorder in children
Objective The present study investigated the predictive power of anxiety , IQ , severity of ADHD and parental depression  on the outcome of treatment in children with ADHD . Method Fifty children with ADHD ( ages 8–12 ) were r and omized to a 10-week treatment of methylpheni date or to a treatment of methylpheni date combined with multimodal behavior therapy . Prior to treatment predictors were assessed . Outcome was assessed separately for parents and teachers on a composite measure of inattentive , hyperactive , oppositional- and conduct disorder symptoms . Results There was neither a significant difference between the two treatments at baseline nor did treatment condition predict outcome . Therefore the data were collapsed across the two treatments . A combination of anxiety and IQ predicted teacher-rated outcome , explaining 18 % of the variance . Higher anxiety and higher IQ ’s indicated better treatment outcome . There were no significant predictors of the parent-rated outcome . Conclusion This study showed a small but significant predictive effect of IQ and anxiety on treatment outcome in children with ADHD . Clinical implication sThis study supports the idea that for the treatment of ADHD children with comorbid anxiety and higher IQ respond better to the two most used treatments for ADHD
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 .