Clinical trial NCT01161719: Effectiveness Study of Videoconferencing on Teaching Parent Training Skills to Parents of Children With Attention Deficit Hyperactivity Disorder (ADHD)
Official title: The Effectiveness of Videoconferencing on Teaching Parent Training Skills to Parents of Children With ADHD
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Attention Deficit Hyperactivity Disorder
Keywords: ADHD
Parent training
Videoconference
Lead sponsor: University of California, Davis
Sponsor class: OTHER
First posted: 2010-07-13
Enrollment: 22
Sex: ALL
Minimum age (years): 6
Maximum age (years): 14
Standard ages: CHILD
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: TREATMENT

Brief summary: The purpose of this study is to evaluate the effectiveness of group parent training taught through videoconferencing on ADHD treatment via a comparison between participants using traditional face-to-face parent training sessions and a group using teleconferencing.

Detailed description: Subjects with a primary diagnosis of ADHD between the ages of 6 and 14 years were enrolled. All subjects were screened and assessed for psychiatric and learning disorders using structured interviews (DICA, parent and child version, Reich et al, 2000) based on DSM IV criteria and parent and teacher rating scales. Mothers took the Beck Depression Inventory (BDI) to assess for depression.

Parents or primary caregivers were randomized to two treatment arms (videoconference or face to face). Ten sessions of weekly parent training through either videoconference or face-to-face delivery was conducted using Dr. Russell A. Barkley's manual. A non-mandatory skill training and play group was offered to the children of both groups while parents attended the parent training group in order to provide child care for the parents during the training sessions.

Following outcomes will be measured to assess the effectiveness of the intervention:

Primary outcome Acceptance of the parent and children on the mode the communication as well as parent training.

Secondary outcomes:

1. Parent-child relations measured by the Parent Child Relationship Questionnaire (PCQ)
2. The Vanderbilt Assessment Scale (parent \& teacher versions), Children Global Assessment Scale (CGAS), Clinical Global Impression- Severity score (CGI-S), and Clinical Global Impression-Improvement Scores (CGI-I) assessed the severity of core symptoms of ADHD and oppositional/aggressive symptoms.
3. The parent and teacher-rated versions of the Social Skills Rating System (SSRS) assessed social skills.

Eligibility criteria: Inclusion Criteria:

* DSM-IV criteria for any subtype of ADHD.
* ADHD must be the primary diagnosis if there is comorbidity.

Exclusion Criteria:

* Subjects with significant medical conditions, which are not stable on current outpatient treatment regimen.
* Subjects with severe psychiatric disorders (i.e., bipolar disorder, autism, schizophrenia, major depression).

Primary outcomes:
measure: Acceptance of the parent and children on the mode the communication as well as parent training
timeFrame: One year
Secondary outcomes:
Other outcomes:
Locations:
city: Sacramento
country: United States
facility: UC Davis MIND Institute
state: California
Study officials:
affiliation: University of California, Davis
name: Yuhuan Xie, MD
role: PRINCIPAL_INVESTIGATOR
References:
citation: Xie Y, Dixon JF, Yee OM, Zhang J, Chen YA, Deangelo S, Yellowlees P, Hendren R, Schweitzer JB. A study on the effectiveness of videoconferencing on teaching parent training skills to parents of children with ADHD. Telemed J E Health. 2013 Mar;19(3):192-9. doi: 10.1089/tmj.2012.0108. Epub 2013 Feb 13.