Enhancing Traditional Behavioral Parent Training for Single Mothers of Children with ADHD

Chacko, Anil; Wymbs, Brian T.; Wymbs, Frances A.; Pelham, William E.; Swanger-Gagné, Michelle S.; Girio, Erin L.; Pirvics, Lauma; Herbst, Laura; Guzzo, Jamie; Phillips, Carlie A.; O’Connor, Briannon C.

doi:10.1080/15374410802698388

Cited by 158 publications

(176 citation statements)

References 47 publications

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“…97,98 Although multiple reasons have been posited, we note that the lack of developmental specification of DBD and ADHD symptoms potentially undermines the efficacy of BPT and other interventions (e.g., stimulant medication). For example, we noted earlier that noncompliance per se is not pathognomic but can be adaptive and developmentally appropriate for preschoolers.…”

Section: Treatmentmentioning

confidence: 99%

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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Section: Treatmentmentioning

confidence: 99%

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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“…With regard to outcomes, these six studies documented significant benefits on parent ratings of child symptoms and/or impairment for BPT when compared to a waitlist or routine care condition (Chacko et al, 2009;Fabiano et al, 2012;McGrath et al, 2011;Meyer & Kelley, 2008;van den Hoofdakker et al, 2007) and when compared to active alternative treatment conditions (e.g., Meyer & Kelley, 2007). Fabiano and colleagues (2009; as well as Chacko and colleagues (2009) evaluated an enhanced BPT to address the needs of a specific population (i.e., fathers, single mothers) and reported that the adapted version of BPT was equivalent, and in the case of some outcomes, better than the standard well-established version.…”

Section: Behavior Management (Bm)mentioning

confidence: 99%

Section: Behavior Management (Bm)mentioning

confidence: 99%

“…All of the BPT programs focused on behavior management procedures that are consistent with those that achieved well-established status such as the Community-Oriented Parenting Education (COPE) program (Cunningham, Bremner, & Secord-Gilbert, 1993) and the Defiant Children program, Second Edition (Barkley, 1997). In 4 of the 6 studies, BPT was conducted in groups with weekly sessions lasting between 2 and 2.5 hours, over 8 to 12 weeks (Chacko et al, 2009;Fabiano et al, 2009;Fabiano et al, 2012;van den Hoofdakker et al, 2007). The other two studies evaluated individual BPT sessions, with one study evaluating the efficacy of a single session of treatment (Meyer & Kelly, 2008) and the other providing 12 sessions (McGrath et al 2011).…”

Section: Behavior Management (Bm)mentioning

confidence: 99%

“…In 4 of the 6 studies, BPT was conducted in groups with weekly sessions lasting between 2 and 2.5 hours, over 8 to 12 weeks (Chacko et al, 2009;Fabiano et al, 2009;Fabiano et al, 2012; van den Hoofdakker et al, 2007). The other two studies evaluated individual BPT sessions, with one study evaluating the efficacy of a single session of treatment (Meyer & Kelly, 2008) and the other providing 12 sessions (McGrath et al 2011).With regard to outcomes, these six studies documented significant benefits on parent ratings of child symptoms and/or impairment for BPT when compared to a waitlist or routine care condition (Chacko et al, 2009;Fabiano et al, 2012;McGrath et al, 2011;Meyer & Kelley, 2008; van den Hoofdakker et al, 2007) and when compared to active alternative treatment conditions (e.g., Meyer & Kelley, 2007 …”

mentioning

confidence: 99%

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Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

Evans

Owens

Wymbs

et al. 2017

Journal of Clinical Child & Adolescent Psychology

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386

224

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Objective-The purpose of this research was to update the Pelham and Fabiano (2008) review of evidence-based practices for children and adolescents with Attention-Deficit/ Hyperactivity Disorder.Method-We completed a systematic review of the literature published between 2008 and 2013 to establish levels of evidence for psychosocial treatments for these youth. The review included the identification of relevant articles using criteria established by the Society of Clinical Child and Adolescent Psychology (see Southam-Gerow & Prinstein, in press) using keyword searches and a review of tables of contents.Results-We extend the conceptualization of treatment research by differentiating training interventions from behavior management and by reviewing the growing literature on training interventions. Consistent with the results of the previous review we concluded that behavioral parent training, behavioral classroom management and behavioral peer interventions were wellestablished treatments. In addition, organization training met the criteria for a well-established treatment. Combined training programs met criteria for Level 2 (Probably Efficacious), neurofeedback training met criteria for Level 3 (Possibly Efficacious), and cognitive training met criteria for Level 4 (Experimental Treatments). Conclusions-The distinction between behavior management and training interventions provides a method for considering meaningful differences in the methods and possible mechanisms of action for treatments for these youth. Characteristics of treatments, participants, and measures, as well as the variability in methods for classifying levels of evidence for treatments, are reviewed in relation to their potential effect on outcomes and conclusions about treatments. Implications of these findings for future science and practice are discussed.Correspondence should be addressed to Steven W. Evans, Center for Intervention Research in Schools, Department of Psychology, Ohio University, Porter Hall, Athens, Ohio 45701. evanss3@ohio.edu.. Numerous studies document that children and adolescents with Attention-Deficit/ Hyperactivity Disorder (ADHD) experience poor outcomes across several domains of functioning, including education, vocation, interpersonal relations, and health risk. These problems lead to substantial impairment (Wehmeier, Schacht & Barkley, 2010), parent distress (Wymbs, Pelham, Molina & Gnagy, 2008), and extensive costs to society (Pelham, Foster & Robb, 2007;Robb et al., 2011). Research on the development and evaluation of psychosocial treatments 1 for children and adolescents (hereafter 'children') with ADHD has been focused on improving these outcomes for almost 40 years (see Antshel & Barkley, 2011 for a historical review). Reports of progress in this work have been highlighted in two special issues of the Journal of Clinical Child and Adolescent Psychology (JCCAP). In 1998, Pelham, Wheeler and Chronis published the first in this series of literature reviews of psychosocial treatments for ADHD, and Pelham and Fa...

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Efficacy of a Home Visiting Enhancement for High-Risk Families Attending Parent Management Programs

2019

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IMPORTANCE Antisocial behavior and adult criminality often have origins in childhood and are best addressed early in the child's life using evidence-based parenting programs. However, families with additional risk factors do not always make sufficient changes while attending such programs; these families may benefit from additional support. OBJECTIVE To evaluate the efficacy of adding a 10-session, structured home parent support (HPS) intervention to enhance outcomes for high-risk families attending the Incredible Years Parent (IYP) program. DESIGN, SETTING, AND PARTICIPANTS A randomized clinical superiority trial of 126 parents of children aged 3 to 7 years with conduct problems compared the IYP program plus HPS with treatment as usual of the IYP program alone. Child behavior measures were collected before and after treatment and at the 6-month follow-up. Recruitment from 19 IYP groups began February 13, 2013, and follow-up data collection was completed June 4, 2015. All data were analyzed using an intention-to-treat design with last observation carried forward. Statistical analysis took place from May 20, 2015, to March 31, 2016. INTERVENTION Parents were randomly assigned to receive IYP program plus HPS or IYP alone. MAIN OUTCOMES AND MEASURES The primary outcome measure was the posttreatment change in Eyberg Child Behavior Inventory Total Problem Scale (ECBI-P) score. Secondary outcomes included maintenance of change on the ECBI-P score, ECBI Intensity Scale score, and Social Competence Scale score at the 6-month follow-up; percentage of child behavior scores in the clinical range after treatment; retention; and attendance. RESULTS A total of 126 parents (112 women and 14 men; mean [SD] age, 34.7 [8.4] years) were included; 63 parents were randomly assigned to each intervention group. Analysis of variance using intention to treat showed no significant difference between groups after treatment (P = .62). At follow-up, there was a medium effect (d = 0.63) showing a significant benefit from IYP plus HPS of 3.6 (95% CI, 0.8-6.5) on the ECBI-P score (F 1,124 = 6.3; P = .01). Families receiving the IYP plus HPS intervention had significantly fewer children with child behavior scores in the clinical range after treatment (9 of 51 [17.6%]) compared with families receiving the IYP program alone (18 of 45 [40.0%]), and this status was maintained at follow-up. The HPS intervention had better retention than the IYP program (dropout, 7 [5.6%] vs 16 [12.7%]) as well as better attendance. CONCLUSIONS AND RELEVANCE In this trial, the IYP plus HPS intervention significantly improved outcomes for the most vulnerable families at 6 months. This study demonstrated that the HPS intervention is an effective addition to the IYP program to improve engagement and implementation of IYP program strategies and enhance child behavior outcomes for the most vulnerable families.

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Enhancing Traditional Behavioral Parent Training for Single Mothers of Children with ADHD

Cited by 158 publications

References 47 publications

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

Efficacy of a Home Visiting Enhancement for High-Risk Families Attending Parent Management Programs

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